Professional Documents
Culture Documents
2.
Using information provided on page 5 of the textbook, explain how this activity
explores the Areas of Bias (ability; age; appearance; belief; class; culture; family
composition; gender; race and sexuality)
Race: Race identifies groups of people who share a common origin and physical
characteristics such as skin color, hair, facial appearance, and body structure. Many
different ethnic groups are included in each race.
3.
Using information provided on pages 4-5 of the textbook, explain how this
activity promotes key Anti-Bias Goals (positive self-concept/esteem; mutual respect;
similarities-differences and proactivism)
This activity will help children [grow] awareness and acceptance of the commonalities
and distinctiveness in people's lives. To also teach them to be comfortable as
themselves, build their esteem, and recognize they can make good choices for
themselves and for others. Ultimately it will help build respect.
4.
Identify and explain Anti-Bias and developmental skills this activity strengthens
(Web of skills is provided at the beginning of each chapter by age)
Ability to work cooperatively the children had to share ice cubes and create a
paper together.
Ability to label similarities and differences by one attribute the children are
comparing according to skin color
Value self and uniqueness of others the children will recognize their own skin
color and others and be taught to appreciate the skin color that makes them
unique
Emergent ability to respect different cultures, races, gender, age, beliefs, abilities
the children love colors, painting, and pictures, and having them do this
activity will get them to appreciate diversity
5.
Reflect and evaluate how this activity enhances, supports orchallenges your
current understanding about bias awareness in young children.
I didn't know
how the children would
comprehend
culture. It didn't
intimidate me, because
I'm so comfortable with
culture to begin with,
but I wasn't sure where
the kids were with
comprehension of
culture and differences,
etc. I didn't know what
their parents had
been teaching them,
and although I didn't do
the activity with a girl, K, in our morning class, I was afraid of how drilled their minds
were already. The first part of the year, I felt like K. and her mother didn't like me
because I didn't speak Spanish. They would both literally put their noses in the air
whenever around me and would give me the same dirty look, then look away. Anyways,
I had hoped that the children think with an open mind and they did! They were the
most open little minds there were. They weren't shy to talk about it, they had no filters
(N. for example), and with the assistance of having an activity prepared for them made
it easier. They kept asking if they could use another ice cube color until they had
depleted through the cubes I had made.