Many times when asked what I'm studying in grad school, I have responded with the formal title--Teaching and Diversity as well as Anti-Bias Education in Early Childhood. "Oh." is usually the response I get. It seems to go right over people's heads. However, when I give examples of the everyday experiences I want to learn and teach about, I find people are much more interested. I often pose this scenario. You are in the grocery store with your four yr. old who says, "Look! There's a fat lady." How do you respond?
I've received many answers including:
A. Shush them and tell them that's not nice.
B. Smile at the lady and apologize for the child.
C. Explain that's what happens when we don't make healthy eating choices.
I always take the opportunity to point out, "Or... you could say, yes, and there's also a tall woman, a skinny man and a girl with freckles; aren't we all wonderfully different?" End of story. This they understand and usually starts an enlightening conversation about personal experiences with pre-prejudice/prejudice, social justice, and the importance of quality early childhood education to address these issues. Now we're getting somewhere.
These conversations quickly allow a chance to explain that children are trying to make sense of their reality by exploring and naming similarities and differences they see in their world. Answer A shames the child, teaches them they did something wrong and to take the behaviors underground for fear of embarrassment or punishment. Answer B denies part of their reality and a real world extension of what they are learning to observe in the world at this age. Answer C makes ignorant judgements about a person's physical characteristics that places them in the "other" category promoting intolerance. All three are unconscious answers, which are missed "teaching opportunities" and can lead to pre-prejudice attitudes. Children are not born prejudice; that road is paved by adults one way or the other.
In fact, a friend explained today how sad her six yr, old was because his two dinosaurs were best friends and loved each other, but couldn't get married because they were boys. This is a perfect example of a "teachable moment". His mother, first and foremost, asked questions. This is important to help the adult understand the child's thinking and help them correct through critical thinking skills. Then she explained that she understood that was what he sees on TV and in some of his books, but that it was not always true. Sometimes boys love boys, girls love girls, and boys and girls love each other. Anyone who wants get married can get married. Her child's response, "Oh, great!" Doesn't that say it all?
The point is that anti-bias education is not a lecture or a scary long talk. It's an on-going conversation with children best done in the moment. Eric Hoffman explains,"The good thing about young children is that if you give them real experiences, you don't tell them they're wrong. That doesn't work. You give them new experiences that contradict what they believe, and they'll change their minds." As well, as Nancy Spangler puts it, "And it's awe inspiring to think about how you watch children...gain these skills to be able to express their emotions, negotiate, come to some sort of solution, be able to see another person's perspective, be empathetic. And then you look out to the wider world and you think, why? If a four-year-old can do that, what's preventing the larger society, even globally from acting of those same kind of skills?"
This is why I work with young children. We have the power to impact society in tremendous ways through them, and our responsibility as teachers, parents, and community members is to do so consciously, respectfully, and thoughtfully. For my colleagues in this program, as well as anyone else interested in introducing strategies for anti-bias education with children, I found copies of "Start Seeing Diversity: A Basic Guide to an Anti-Bias Classroom", the multimedia presentations we studied this week online. If you would like to purchase a DVD for use in your home, school or program go to http://www.redleafpress.org/Start-Seeing-Diversity-P85.aspx. I, personally, found the videos so impactful and informative that I will be ordering for use as a wonderful teaching tool in professional development scenarios, parent education courses and ECE workshops. Together, we can pave the way to a more equitable, just and peaceful world.
Reference:
Eric Hoffman & Nancy Spangler, "The Positive Ways ECE Settings Can Respond to Bias", Walden University Multimedia Presentation.
Hi Angie,
ReplyDeleteThis is interesting, this is the second post about children commenting on size. I think that it is fantastic that you offered all of the fantastic insight about how to better handle the situation and how to approach it. But, if a child is doing that, doesnt it mean that they have learned that behavior from somewhere. Because if i how else would they know that this is something negative to comment on. Interesting point, I would love to hear your thoughts.
Hi Doretta,
DeleteThanks for the inquiry. I think it is an important point. Most of my work has centered around babies and toddlers. I sing songs like "Six little ducks that I once knew--fat ones, skinny ones, short ones, too." I often talk about food the same way I lovingly refer to children sometimes. "Look at that fat, juicy, delicious mango or look at that fat, juicy, delicious baby!" While in the garden, I might point out a big, fat worm. Without even thinking about it, I comment I'm craving a big, fat cheeseburger. When did the word "fat" become derogatory? The answer is when adults make it that way. Our culture is extremely image conscious and most women whether they are 110# or 210# have body image issues that lead to negative thoughts. Other cultures and periods in history consider fat the norm and celebrate a more full figure than we do currently in America.
There is also the point that should be made about obesity and health issues. It is all over the media much more than anorexia although that is another weight issue which leads to health problems. Our tones when talking to ourselves in the mirror or on the phone with girlfriends is often overheard by young children. Do you know anyone who says, I'm fat! :) Or is it more often, I'm fat! :( While healthy eating choices and proper physical exercise should be taught to all children (and adults), it still may not change their body size.
As well, we must remember that this is an easy physical difference or similarity to notice in the general public, therefore children may comment about this more often than say a little person. I have a friend who is a little person; he says he is never offended by children, only adult reactions to the children. Think about it next time you are in the grocery store, notice if you see an obese person in a scooter. Doesn't that make them extra interesting to a child?
Children often make spontaneous, politically incorrect statements in public; this is normal. The important thing to remember is that the adult assigns a positive or negative connotation to that statement through embarrassment, tone of voice, shame, fear, ignorance, body language, or their own prejudice. Learning to thoughtfully and respectfully react, respond to these statements as teachable moments and model tolerance and acceptance proves to children that we all have equal value...fat ones, skinny ones, short ones, too!
oops...didn't post in the same format. I was trying to make a smily face and a frowny face to illustrate tone and make my point! :)
DeleteHi Angie,
ReplyDeleteThanks for the great resource. I am going to check them out and possibly use them with my high school students that work in the daycare center. The thing that stuck with me the most this week was the importance of teaching young children empathy and conflict negotiation. Your post really sums that up well. Thank you, Mary
Hi Angie,
ReplyDeleteI really liked how you explained the differences in people in your scenario about the four year old in the grocery store. It did not come to mind to point out other peoples differences in addition to the difference they made on their own. Great example!
Elizabeth