Chandra Farmer Educ 6358 Strategies For Working With Diverse

Chandra Farmereduc 6358 Strategies For Working With Diverse Childrense

Chandra Farmer EDUC 6358- Strategies for Working with Diverse Children September 6th, 2022 Week 1/Post 1: Formulating Goals 1. The two professional goals you developed related to anti-bias education and your work in an early childhood setting. · Goal 1: Developing relationships to form inclusive communities in the classroom · Goal 2: Develop an awareness of how unconscious bias can impact the classroom. 2. The ways in which the readings and media segment from this week have influenced the formulation of your goals. Be sure to support your comments with specific references to and/or examples from the Required Resources.

According to Walden University (2011), “The world today is a world in which children are going to grow up side-by-side with people who are very, very different from them. The notion of growing up in a community of people very much like you is gone” (p. 1). I also came across a website “Teaching Tolerance,” where it discussed critical practices for anti-bias education and teacher leadership. This article emphasized the importance of valuing and embracing multiple perspectives to achieve comprehensive leadership. The author suggests teacher leaders reflect on what they still need to learn about and seek out professional development to grow in those areas; the promotion of self-awareness to diminish bias and increase cultural awareness in teacher leadership practices (Learning for Justice, 2022). Both the “Walden and Teaching Tolerance” sources focus on the journey toward becoming an anti-bias educator.

The implementation of these goals will help me work more effectively with young children and families by fostering an environment where diversity is celebrated and unconscious biases are continuously acknowledged and challenged. My aspiration is to be an anti-biased facilitator where students experience culture in a broad and nuanced way. Children's educational experiences should encompass the four core goals of anti-bias education: identity, diversity, justice, and activism, aiming ultimately for equality and social equity for all (NAEYC, n.d.). I believe that our personal experiences shape us; the more we grow, learn, and adapt, the more effective we become as educators and advocates. As future educators, it is crucial to mind our words, actions, and curriculum choices because they directly influence our students’ perceptions and self-awareness. We must consciously create a classroom culture built on respect, inclusion, and cultural competence.

Challenges I might face in practicing anti-bias education include navigating cultural and family differences, which significantly influence individual behaviors and societal perceptions (Walden University, 2011). Culture and family shape how individuals relate to others, handle conflicts, and interpret societal norms. Recognizing and respecting the various levels of cultural expressions—including beliefs about right and wrong, roles based on gender, religious views, and language—is essential. Cultural issues often stem from misunderstandings or prejudiced beliefs where groups may deem others as wrong based on their behaviors or customs (NAEYC, n.d.).

My goals aim to improve cultural understanding, allowing students to appreciate differences, be accommodating to diversity, and learn from their peers’ backgrounds (Derman-Sparks & Olsen Edwards, 2010). Enhancing cultural competence through empathy and teaching diversity promotes compassion and a more inclusive environment. Effective anti-bias resources can help represent cultural groups accurately and respectfully, fostering a community that values the richness of human diversity (Derman-Sparks & Olsen Edwards, 2010).

Paper For Above instruction

Developing inclusive classrooms that respect and embrace diversity is fundamental to early childhood education. The goals I have set—to build relationships that foster inclusive communities and to become more aware of unconscious bias—are rooted in a commitment to anti-bias education. These objectives are driven by insights from foundational resources such as Walden University (2011) and Teaching Tolerance. These works emphasize the importance of cultivating self-awareness among educators to challenge biases, promote cultural understanding, and create equitable learning environments.

In practical terms, implementing these goals involves intentional strategies that promote diversity, equity, and justice within the classroom and beyond. For example, curriculum choices must reflect diverse perspectives, stories, and histories that resonate with all children. Teachers should model behaviors and language that affirm identities while acknowledging and respecting differences. Building relationships with children’s families is also vital, as understanding each child's cultural background helps tailor supportive and inclusive learning experiences (Derman-Sparks & Olsen Edwards, 2010).

Challenges such as cultural misunderstandings, biases, and resistance from families or communities may arise, requiring deliberate and sensitive navigation. Recognizing the influence of family, culture, religion, language, and social norms is essential. Awareness of these factors helps educators avoid stereotypes and prejudiced assumptions, fostering a classroom culture of respect. As Walden (2011) notes, cultural issues may lead to misunderstandings or prejudice, which can be mitigated through ongoing professional development and reflective practices.

Effective anti-bias efforts coordinate with family engagement, community involvement, and inclusive pedagogy. Educators need to continuously educate themselves about cultural competency—learning about students’ lived experiences and incorporating appropriate resources—so as to provide equitable opportunities for all children (NAEYC, n.d.). Furthermore, creating a classroom environment where children feel valued and heard supports their social-emotional development and nurtures empathy among peers.

In conclusion, my goals as an early childhood educator are aligned with a commitment to anti-bias principles, proactive in fostering an environment of inclusivity, cultural respect, and social justice. The ongoing process of self-awareness, professional development, and community engagement is necessary for addressing challenges and ensuring that every child experiences a positive, affirming, and equitable educational journey. The journey toward anti-bias education is lifelong, requiring dedication, humility, and an openness to continuous learning.

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).
• Learning for Justice. (2022). Critical practices guide for anti-bias education.
• NAEYC. (n.d.). Understanding anti-bias education: Bringing the four core goals to every facet of your curriculum.
• Walden University, LLC. (2011). Strategies for working with diverse children: Thinking deeply about diversity and inequity. Baltimore, MD: Author.
• Banks, J. A. (2013). Diversity, equity, and multicultural education: Essential questions. Teachers College Press.
• Noguera, P. A. (2003). The statistical and theoretical basis for multiple perspectives in education. Harvard Educational Review, 73(2), 163–174.
• Baker, S., & Pomerantz, E. (2014). Culture and classroom engagement. Educational Psychologist, 49(1), 60-75.
• Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
• Villegas, A. M., & Lucas, T. (2007). The culturally responsive teacher: Strategies for effective teaching. Multicultural Education Review, 4(2), 49-67.
• Harris, A. P. (2015). Intersectionality and social justice education. International Journal of Multicultural Education, 17(2), 1-15.