Observation

While at the Amazing Pizza Machine I had the pleasure of watching a mother and her daughter discuss which ride she was “big enough” to ride.  The daughter looked to be around 5 years old and a couple of the rides she wish to ride had a height requirements that appeared to be something she would not meet.  During the mother's conversation with her daughter, the daughter could not understand how she was a “big girl” but was unable to ride the rides she wanted to ride.  I noticed during this conversation the mother tried different ways of communicating and showing her daughter why she would not be able to ride.  The mother tried her best my speaking softly and slowly, explaining that she was not tall enough to go on the ride, but there was other games she could play. 

 

This week’s resources discussed taking the opportunity to step back and really listen to what children are communicating. I believe what I observed at the Amazing Pizza Machine was a child trying to express her independence to her mother.  However, her mother’s responds to her may have sent her the message that she is not as independent as she thinks.   

After reflecting on what I observed, one goal I have is to ensure that I really take the time to listen to children.  I want to ensure that I take their cues and provide them with the answers that they are looking for, not the answers that I think they need. 

Creating Affirming Environments

Derman-Sparks & Olsen Edwards (2010) stated “an anti-bias environment is also culturally consistent for the children and families it currently serves” (pg. 43).  My family childcare center would encompass this thought and will be strategic in how to create a center with anti-bias education being a central part of the program.  When setting up the program I would think about two important questions:  How do I build and strengthen my partnerships with families?  How do I support children’s individuality and home life?  Below are some ideas I would do in the program to answer those two questions.

Build and Strengthen Family Partnerships

·       Welcome area.  A place where families can gather during arrival and departure.  This place would be designed so children and families may interact with each other, as well as, a place where children can engage in an activity with their families before starting or ending their day at the center.

·       Welcome packet.  The packet would include information about me and the center, but will also have family questionnaire that would include ask questions to help me understand more about the family (Derman-Sparks & Olsen Edwards, 2010).

·       Daily notebook.  Adrian Castillo discussed having an area in her center where parents can communicate with her (Laureate Education, Inc. 2011).  This opens up the lines of communication and also shows parents you are interested in what goes on at home.

·       “My Family” area.  This area would consist of information from each family and could include pictures, artifacts, or even favorite family recipes.

Supporting Children

·       Pictures and posters.  There would be a mixture of actual pictures of children from the program along with other posters of children and families (Laureate Education Inc., 2011)

·       Dolls in various shades and abilities (Derman-Sparks & Olsen Edwards, 2010).

·       Anti-bias education would be incorporated into the curriculum on a daily basis (Derman-Sparks & Olsen Edwards, 2010).

References

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). Strategies for working with diverse children: Welcome to an anti-bias learning community. Baltimore, MD: Author