Creating Affirming Environments

In considering the blog assignment I will be opening my own Family Child Care Home in which I will strive to provide an anti-bias environment where children feel safe, welcome, and supported in all areas of development.  Children will be engaged in one-on-one conversations and interactions as well as group activities to promote that they are valued.   The families will be an integral part of the program with an open door policy and family members will be encouraged to volunteer and share their abilities and talents.  Derman-Sparks and Edwards (2010) convey that “when we reach out to families to include them in every aspect of our program, families feel that they are teachers’ true partners” (p. 42).   Respect and appreciation for individual sociocultural factors will be a priority.                                                                                       

Authentic anti-bias activities and materials will be ongoing and integrated throughout the classroom representing all areas of diversity in attendance and also those not present.  Family presence and involvement, dolls, books, posters, individual photographs, artifacts, and other materials will make visible and portray the children and families in the program (Derman-Sparks & Edwards, 2010).  Children are encouraged to build friendships and positive relations with peers and supportive adults in a warm and caring environment where their needs are meet to nurture trust—the foundation of social and emotional well-being.  Interactive approaches and content will be provided that is relevant and familiar to the children to be consistent with home and families and minimize discrepancies in care and understanding.                                               

Appropriate rules and boundaries with realistic expectations will be part of the setting to foster social and emotional competence, self-regulation and respect of others.  “All young humans must negotiate the transition from total dependence on others at birth to competence and internal control, including learning to regulate their emotions, behaviors, and attention” (Copple & Bredekamp, 2009, p. 12).  Controlling impulses is an important aspect of healthy social and emotional development and vital to becoming a self-actualized individual.                                      

Families will be greeted warmly and information will be exchanged that encourages participation in all decisions concerning their child.  Newsletters and daily logs are provided to keep families informed of the child’s development, special activities, and upcoming events.  These communication forms or daily logs will keep everyone in tuned—child, program, and home and share the clever, cute, and interesting things the children do during the day.  Bulletin boards are exhibited that are easily accessible with information that includes the daily schedule, units of study, menu, and goals we are working on, as well as a place to make suggestions for improvements and matters of concern.  Pictures of families and children are displayed where they are readily visible.  There is a lending library that has books, pamphlets, and brochures filled with information of interest to parents (Laureate Education, Inc., 2011).                                                                                                                               

The environment is set up to be intellectually engaging and to promote exploration and discovery with easy accessible materials and toys.  The child’s interest and skill levels are considering in activities, materials, and setting up the classroom.  Children are provided with choices when possible to best match their individual interests and proficiency levels.  Allowing appropriate choices and encouraging self-help skills instills that they have some control over themselves and someone is confident in my abilities and decisions.  Individual art work is created and displayed which fosters creative expression and intellectual development as they use the materials to articulate their own ideas.  Furnishings are size and age appropriate and indoor and outdoor areas are provided.  The goal of my Family Child Care Home will be to promote a child’s healthy self-image and self-confidence and provide optimal opportunities to build a strong foundation for lifelong learning. 

References

Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3^rd ed.). Washington, DC: National Association for the Education of Young Children

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).

Laureate Education, Inc. (Executive producer). (2011). EDUC 6358-6: Strategies for Working with Diverse Children [Webcast]. Welcome to an anti-bias Learning Community.             Baltimore, MD: Author.