Creating Affirming Environment

Within my family childcare home, I would have all the walls painted in loud bright colors. The bright colors would make children and families alert when they enter the classroom. The walls would be covered with posters of families from all ethnicity so that every culture can be represented within my classroom community. I hope to provide an environment that supports all cultures so that children can feel welcomed and respected within the classroom community. I want the environment to be welcoming to all children and families. Bulletin boards, illustration boards, and canvas boards would be displayed throughout the classroom so that children can sketch their own images of people who are significant to them. Through art children are able to express themselves. I would also incorporate a wall for children to bring photos of anything that they wish so that they can feel belonged. Children imitate those people who are close to them. I would have them bring weekly photos of their choice to get an overall idea of what is important to them. “A culturally consistent environment also reflects the children’s real lives, families and communities” (Sparks& Edwards, 2010, pg.49). From the photos I would be able to learn so much about the children and the people and things in their home environment.

I would have my classroom setup in learning centers. At each center there will be a table with chairs for children to sit in.  The children will rotate centers throughout the day. The assignments at each center would challenge the students to work together and create a sense of community by building positive relationships with one another.  Children would always sit in groups and not seat individually so that they could learn from one another. There will also be a carpet in the middle of the classroom from educator and student interaction during reading time. I would allow children to use puppets and dolls of all races to represent diversity as they re-enact what they have read. “Many anti-bias educators use storytelling with persona dolls to introduce stories related to children lives, as well as to broaden their awareness of various aspects of diversity” (Sparks& Edwards, 2010, pg.44). From that educators can keep the child’s attention though interactions about the lessons being studied.

Additional things within my classroom would be a conference center where I sit with parents to discuss their children progress within my classroom community. Educators should collaborate with the families to ensure that they are addressing the needs of the children and have the available resources needed to care for the child. Parents would also be able to come in and observe their children.

Reference:

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, D.C.: National Association for the Education of Young Children (NAEYC).
Laureate Education, Inc. (2011). “Welcome to an Anti-Bias Learning Community.” Baltimore, MD: Author