Regardless of family configuration, ?background, strengths and/or challenges, every family wants the best for ?their child(ren). When early childhood professionals partner ?effecti

 We know it is our job to be respon- sive and emotionally intelligent as we welcome children and families into our midst. We know it’s imperative to help children and parents experience a smooth transition as children venture into the world beyond home. So we work hard at reaching out to families.

Well-trained staff will immediately be- gin building relationships with families and children, precisely so we don’t re- main strangers for long and because we want everyone to adapt successfully. We know we are nurturing children during their first, critical lessons in relationship- building with non-family members. And we know we are among the first adults outside their family to make an impact on the child’s and family’s lives. It’s an auspicious time of childhood — and of childrearing — that deserves respect and special attention.

Helping relationships bloom authenti- cally between staff, parents, and children is a core mission for early childhood

professionals. It’s who we are. It’s what we do. In fact, when citing sources of job satisfaction, program staff often com- ment on the intrinsic rewards of forging meaningful relationships with children and families.

Because we accept responsibility for creating bonds with families, program staff establish a variety of ‘family-friend- ly’ outreach strategies. For instance, we plan gradual warm-up visits, hold family orientations, distribute parent newsletters, conduct parenting work- shops, sponsor support groups, hold family socials, schedule parent-teacher conferences, orchestrate family field- trips, organize home visits, and ensure parent input via evaluations and board participation.

All these strategies are great for spark- ing staff and family engagement. They set the stage for communication and discussion. And they provide opportuni- ties for information-sharing. But from what I’ve seen and experienced, we still haven’t fully reaped the relationship- building opportunities afforded by those interactions.

Of course, early childhood staff have a wide range of knowledge to offer about childhood and general principles and

stages of child growth and development. But for true teamwork and collabora- tion with families, systems should be designed so families also regularly share insight, tips, and advice to staff about their particular child’s personality, devel- opment, and experiences.

To serve children and families best, en- courage early childhood staff to ask for parents’ wisdom about their child. Train staff in good listening habits and tactful information-seeking; it’s as important as helping them develop good speak- ing skills. What staff learn during the conversations will promote richer family relationships, as well as more informed developmental assessment, guidance, and teaching practices.

Below I list some questions that parents can respond to regarding their child’s unique characteristics. Keep in mind that topics will vary according to age and development of infants, toddlers, preschoolers, and school-agers. Get- ting a parent’s perspective on these topics can help staff better understand a family’s childrearing choices, as well as children’s classroom behavior.

Please don’t treat these questions as an- other checklist to complete. (Who needs another one of those?) I don’t even sug-

38 PARENT RELATIONSHIPS EXCHANGE JULY/AUGUST 2010

Building informed relationships What parents can teach us about their children by Karen Stephens

In 1980, Karen Stephens became director of Illinois State University Child Care Center and instructor in child development for ISU Family and Consumer Sciences. She is author of

the electronic parent newsletter, “Parenting Exchange” located at www.ChildCareExchange.com.

Reprinted with permission from Exchange magazine. Visit us at www.ChildCareExchange.com or call (800) 221-2864. Multiple use copy agreement available for educators by request.

PARENT RELATIONSHIPS 39 JULY/AUGUST 2010 EXCHANGE

gest they be asked on a written ‘intake’ form parents complete when enrolling their child. I simply offer them as pos- sible talking points to spur discussion of substance among parents and staff.

Initial enrollment warm-up visits pro- vide good opportunities for information sharing. As time goes on, some topics can be explored during informal arrival or departure chats. Others are better asked when a parent joins in during a meal ser- vice or attends a parent support meeting. I’m sure you’ll think of other questions to casually explore with the families you serve.

As staff engage with parents, remind them to talk with parents, rather than just at or to them. They’ll find open-ended questions encourage parents to open up and elaborate with more details. And of course, professional use of information for documentation and ethical codes for con- fidentiality should be addressed as well.

What parents can teach us . . .

n About a child’s spirit:

• How did you choose your child’s name?

• Is there a special meaning to your child’s name?

• How did your child earn his or her nickname?

• What are your hopes and dreams for your child?

• What is sure to capture your child’s attention?

• What especially delights your child? What brings on the giggles?

• How did your child respond when he first succeeded at something challeng- ing, for instance, walking, learning a new word, or singing?

• What do you think is unique about your child?

• When do you first remember being head over heels in love with your child? What brings on those moments for you?

• When was the first time your child’s behavior made you want to pull your hair out? How did you cope?

• What do you think would surprise us most about your child?

n About a child’s temperament:

• How would you describe your child’s personality?

• In what type of setting is your child most likely to be quieter? More out- going? What situations overwhelm?

• How does your child express content- ment or happiness?

• What behaviors do you notice when your child is frustrated or confused?

• What helps your child warm up to new situations?

• How does he or she respond to disap- pointment? How long does it take to recover from disappointment?

• What are good ways to help soothe your child?

• What are good ways to get and main- tain your child’s attention?

• How would you describe your child’s activity level?

• How do you know when your child has had enough playtime?

• How do you keep your child calm during a storm or hectic times?

• When faced with a new challenge, how long does your child usually persist? How does he or she go about problem solving?

• How does your child respond to changes in normal routine? What are good ways to help your child cope with a change?

n About a child’s family culture:

• Are there siblings in the family? How do they get along? What types of things do they enjoy? What issues do they struggle over?

• Are there special activities the family especially enjoys together, such as gardening, singing in a choir, going to a water park, or volunteering for non- profit projects?

• What extra activities are children enrolled in outside of child care, such as tap dance lessons or swimming?

• Do extended family members live with you or nearby?

• What are the names your child uses for his grandparents, aunts, or uncles?

• What about your culture or beliefs is most important for your child right now?

• Are there traditional family games or songs your child enjoys? Are there some you are willing to share in the classroom?

• What does your family consider ‘good behavior’ for your child’s age?

• What are some family routines your child really likes?

• At what ages do you encourage self-help skills to develop, such as self-feeding, self-dressing, or picking up toys?

• In what ways will you expect your child to contribute to family life dur- ing childhood?

• If there is a pet in the home, how does the child play with it and help take care of it?

n About children’s social/emotional health:

• How does your child like to start the day?

• What makes your child feel cozy and relaxed?

• What does your child do when he wants attention at home?

• What motivates your child to cooper- ate?

• What kinds of things is your child stubborn about?

• How does your child behave around those she is most fond of?

• Are there ways to tell that your child has had enough cuddling or wants to play on his own?

• What can trigger a temper tantrum or aggression, such as biting? How do you de-escalate a tantrum? How have you responded when your child has hit or bitten someone?

40 PARENT RELATIONSHIPS EXCHANGE JULY/AUGUST 2010

In conclusion

Parents have a lot to teach us. As parents provide their ‘insider’ per- spective on their children, staff will be better able to respond to individual temperaments, overall development, and specific personal needs. This information will also provide staff with relevant ‘discussion starters’ as they engage daily with children. That responsiveness will provide a nourish- ing, informed foundation from which rich relationships will blossom.

When two-way communication be- comes a program norm, staff are bound to discover valuable, downright delightful and charming informa- tion about children and families. And through that process, they’ll be strangers no longer.

n About a child’s learning style and interests: • When playing alone, what does

your child enjoy doing? With adults? With peers?

• How does your family feel about playing outside? How does your child respond to ‘messy’ play? Does your child have a preference for indoor or outdoor play?

• What does your child like pretend- ing to be? What make-believe situa- tions does she act out?

• At what times is your child most likely to be talkative?

• What kinds of movement does your child enjoy?

• Does your child enjoy imaginary friends? In what ways?

• How does your child show his/her creative side?

• What kinds of books or stories does your child enjoy?

• What are sure signs your child is overwhelmed by something?

• Have you noticed play choices your child favors, such as block building, working puzzles, drawing/painting, or educational computer games?

n About a child’s special needs:

• How would you like us to comment on your child’s special needs when children or parents ask about them?

• Are there resources that would help us understand and respond to your child’s special needs?

• How have you arranged your family life and home environment to adjust to your child’s special needs?

• What have you learned from raising a child with special needs?

• Are there times your child’s special needs become overwhelming? If so, what are ways you and your child cope?

• Are there chronic conditions, such as asthma or diabetes, that we should be aware of? What are ways you’d like them addressed in our program?

• What situations or events scare or startle your child?

• Are there special objects your child is especially attached to, such as a keepsake or favorite item for nap- time?

• What coping strategies does your child use?

• What does your child think she is really good at?

• How can you tell your child feels good about his successes?

• What are ways your child goes about making a friend?

n About a child’s physical and nutritional health:

• What are typical signs of illness? Do fevers come on slowly or spike quickly? Are there signs of illness you want to know about immedi- ately?

• Are there allergies present or that run in the family? What symptoms should we watch for? How should symptoms be treated?

• What are your child’s sleeping routines?

• What are good ways to ease your child to sleep? Good ways to help her wake up from nap?

• What are sure signs your child is hungry? Tired?

• What are his food preferences and how are they prepared?

• What are some ways you introduce new foods?

• How does your infant like to be held during feeding?

• Are there games or songs your child enjoys during diapering time?

• How would you like us to go about working with your child on toilet training?

• Are there safety dangers your child seems drawn to?

• What self-help skills is your child especially proud of?

Copyright of Exchange (01648527) is the property of Exchange Press, Inc and its content may not be copied or

emailed to multiple sites or posted to a listserv without the copyright holder's express written permission.

However, users may print, download, or email articles for individual use.

Anti-Bias Education

for Young Children & Ourselves

SECOND EDITION

Louise Derman-Sparks & Julie Olsen Edwards with Catherine M. Goins

National Association for the Education of Young Children

Washington, DC

National Association for the Education of Young Children

1313 L Street NW, Suite 500

Washington, DC 20005-4101

202-232-8777 • 800-424-2460

NAEYC.org

NAEYC Books

Senior Director, Publishing and Professional Learning

Susan Friedman

Director, Books

Dana Battaglia

Senior Editor

Holly Bohart

Editor

Rossella Procopio

Senior Creative Design Manager

Henrique J. Siblesz

Senior Creative Design Specialist

Charity Coleman

Publishing Business Operations Manager

Francine Markowitz

Former Editor in Chief

Kathy Charner

Through its publications program, the National Association for the Education of Young Children (NAEYC) provides a forum for discussion of major issues and ideas in the early childhood field, with the hope of provoking thought and promoting professional growth. The views expressed or implied in this book are not necessarily those of the Association.

Permissions

NAEYC accepts requests for limited use of our copyrighted material. For

permission to reprint, adapt, translate, or otherwise reuse and repurpose content from this publication, review our guidelines at NAEYC.org/resources/permissions.

Page 23 is adapted, with permission, from Louise Derman-Sparks and Julie Olsen Edwards, “Living Our Commitments: A Pledge to All Children and Families,” Exchange (March/April 2017): 34.

The vignette is adapted, with permission, from Julie Olsen Edwards, “How to Get Started with Anti-Bias Education in Your Classroom and Program,” Exchange (January/February 2017): 78–79.

The excerpt is reprinted, with permission, from Linda Irene Jiménez, “Finding a Voice,” In Our Own Way: How Anti-Bias Work Shapes Our Lives (St. Paul, MN: Redleaf, 1999), 32–34. © 1999 by Linda Irene Jiménez.

The excerpt is reprinted, with permission, from John McCutcheon, “Happy Adoption Day.” © 1993 by John McCutcheon.

The vignettes are reprinted by permission of the publisher from Louise Derman- Sparks and Patricia G. Ramsey, with Julie Olsen Edwards, What If All the Kids Are White? Anti-Bias Multicultural Education with Young Children and Families, 2nd ed. (New York: Teachers College Press, 2011), 45, 92–93, 134– 136, 162, 163, and 165–166. © 2011 by Teachers College, Columbia University. All rights reserved.

Photo Credits

All photographs © Getty Images.

Anti-Bias Education for Young Children and Ourselves, Second Edition. Copyright © 2020 by the National Association for the Education of Young Children. All rights reserved. Printed in the United States of America.

Library of Congress Control Number: 2019935621

ISBN: 978-1-938113-58-1

Item e1143

Contents

Foreword: Welcome to the Journey

Introduction: A Few Words About this Book

What Is in this Book

The Language of Equity and Diversity

It Takes a Village

Dedication

CHAPTER 1

Anti-Bias Education and Why It Matters

What Is Anti-Bias Education?

Why Do We Need Anti-Bias Education?

What Are Isms?

Dominant Culture and Cultural Diversity

The Four Core Goals of Anti-Bias Education

The Four Anti-Bias Education Goals Are for Adults Too

You Have Already Begun

Special Focus. Young Children and Their Families in Crisis: Immigrants and Refugees

A Promise to All Children

CHAPTER 2

Constructing and Understanding Social Identities and Attitudes: The Lifelong Journey

Personal and Social Identity

You Bring to Teaching Who You Are

Culture, Ethnicity, Nationality, and Race: What Are the Differences?

Social Identities Create Complex Feelings

CHAPTER 3

Building an Anti-Bias Education Program: Curriculum Principles and the Learning Environment

Guidelines for Your Curriculum

Guidelines for Materials

Children’s Books and Persona Dolls

Holidays in a Diverse World: Applying Anti-Bias Thinking to Curriculum

CHAPTER 4

Building an Anti-Bias Education Program: Clarifying and Brave Conversations with Children

The Hurtful Power of Silence

Holding Clarifying Conversations About Anti-Bias Issues

Brave Conversations: When Bias Undermines Children’s Development

Conversations When Community and World Issues Affect Children

CHAPTER 5

Building an Anti-Bias Education Program: Relationships with Families and Among Teachers and Staff

Building Anti-Bias Relationships with Families

When Some Families or Staff Disagree with Anti-Bias Activities

Building Collaborative, Anti-Bias Relationships with Colleagues

CHAPTER 6

Fostering Children’s Cultural Identities: Valuing All Cultures

Anti-Bias Education in Action: Every Child’s Family Culture Matters

The Big Picture: Culture Is Who You Are

Young Children Construct Ideas and Attitudes About Cultural Identity

Curriculum Guidelines for Nurturing Children’s Cultural Identities

CHAPTER 7

Learning About Cultural Diversity and Fairness: Exploring Differences and Similarities

Anti-Bias Education in Action: Everyone Gets Scrubbed!

The Big Picture: We Are All Cultural Beings

Strategies and Activities About Cultural Diversity and Fairness

Including Holiday Activities as Cultural Events

Special Focus. Religious Literacy and Cultural Diversity

CHAPTER 8

Learning About Racialized Identities and Fairness

Anti-Bias Education in Action: Preparing to Address Racialized Identity

The Big Picture: Race, Racism, and Racialized Identity

Young Children Construct Ideas and Attitudes About Racialized Identities

Strategies and Activities About Racialized Identities and Fairness

CHAPTER 9

Learning About Gender Diversity and Fairness

Anti-Bias Education in Action: Gender Role Expectations Start Young

The Big Picture: From a Binary to a Multifaceted Understanding of Gender

Young Children Construct Ideas and Attitudes About Gender

Strategies and Activities About Gender and Fairness

CHAPTER 10

Learning About Economic Class and Fairness

Anti-Bias Education in Action: Food Is for Eating!

The Big Picture: Economic Class Is Real

Young Children Construct Ideas and Attitudes About Economic Class

Strategies and Activities About Economic Class and Fairness

Classism in the Early Childhood Profession

CHAPTER 11

Learning About Different Abilities and Fairness

Anti-Bias Education in Action: When the Teacher Behaves Differently with Different Children

The Big Picture: Attitudes and Options for Children with Disabilities, Historically and Today

Young Children Construct Ideas and Attitudes About Different Abilities and Disabilities

Guidelines for an Inclusive Anti-Bias Program

Strategies and Activities About Disabilities and Fairness

CHAPTER 12

Learning About Who Makes Up a Family and Fairness

Anti-Bias Education in Action: Who Takes Care of You at Home?

The Big Picture: Family Inclusiveness

The Many Kinds of Families in Early Childhood Programs

Young Children Construct Ideas and Attitudes About Family Structures

Strategies and Activities About Family Structure and Fairness

Carry It On: A Letter to Our Readers

Checklist for Assessing the Visual Material Environment

Glossary

References

About the Authors

Index

Foreword: Welcome to the Journey

by Carol Brunson Day

As I was preparing my thoughts about what I would say in this foreword, I had one big question: Are we making any progress? As a society? As an early childhood profession? Is anything really changing?

And what came to mind was the opening line in Charles Dickens’s famous book A Tale of Two Cities: “It was the best of times, it was the worst of times …”

I want to believe that anti-bias work is making forward progress. After all, doesn’t this new edition of Anti-Bias Education for Young Children and Ourselves mean that this work is still vital? Even more significantly, anti-bias work with young children has permeated the field. It’s rare to find a publication —no matter the topic—that doesn’t mention bias or focus on diversity in some way. And the NAEYC position statement “Advancing Equity in Early Childhood Education,” released in September 2019, is very strong and so very significant.

Yet it also seems like the worst of times. Our country is deeply divided. Inflammatory words and actions daily add fuel to the fire of bigotry and bias. What does it mean when white supremacy groups are not universally condemned? What does it say when we delay putting Harriet Tubman’s image on the 20-dollar bill? What does it tell our children when they see or hear others mock people who have a disability? One’s politics notwithstanding, this is a time of strife in public discourse around race, culture, gender, religion, and sexual orientation and discrimination around these and other identities. The discord surrounds us all—and without a doubt, it penetrates the lives of young children.

Children are listening. Children are watching. Children are learning from what is going on around them. And so my concern about progress notwithstanding, I remain thankful for this book, this anti-bias tool, as a resource to help children grow up strong.

In this spirit of thankfulness, what I said in the foreword to the previous edition of this book bears repeating: “What if someone told you that you could contribute in a small but significant way to making the world a better place? Would you want to do it? Of course you would. Then read on, because that is what this book offers—a chance to make the world fairer and more humane for everybody. And it offers the chance to achieve that grand goal from a place where you have already chosen to be—in your daily work with children and families.”

In 1989, Anti-Bias Curriculum: Tools for Empowering Young Children hit the early childhood education field like a bombshell; both it and its 2010 successor, Anti-Bias Education for Young Children and Ourselves, have remained vital and provocative in the decades since. I expect this new edition to likewise generate both contentious debate and penetrating growth. That’s because it is so compelling and inviting, filled with stories about real experiences of real teachers with real children and real families, simply and honestly told. And it asks the reader to interact with the text and reflect on deeply held beliefs and practices.

So be prepared to work hard, for the authors are demanding. They repeatedly ask you to try and try again. They challenge you to go deeply into issues such as class bias, and they want you to push past your comfort and ease. But rest assured, they are also gentle and supportive, offering reassurance along the way. Especially at the most precarious points, they provide scenario after scenario, walking with you step by step to capture and explain the subtleties of this anti- bias work through concrete examples. Becoming a strong anti-bias educator is a journey, and no matter how much you might already know about the topic, there’s always more to master, more challenges ahead.

Our responsibility as early childhood educators to anti-bias education becomes more compelling in a period when racism and other isms are more overt in

rhetoric and policies and are seriously harming children. In many ways, this work requires faith that we can make a difference, because it may be hard to see progress. But I offer a quote on perspective from Michelle Obama’s book Becoming, made after a conversation she had with Nelson Mandela: “Real change happens slowly, not just over months and years, but over decades and lifetimes.”

Stay strong and welcome to the journey.

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