All children and their families who differ from the
traditional family makeup should feel included and welcomed into the early
childhood classroom and have the opportunity of experiencing the richness of
diversity (Derman-Sparks & Edwards, 2010). We have to encourage and
introduce children as soon as possible to diversity, including family
diversity, as one means of stemming prejudice. "Family diversity, however,
is no longer an exception; it is
the norm (Derman-Sparks & Edwards,
2010)." Our families in the
classroom are made up of many cultures,
ethnicities, religions, and sexual orientations. Every family that it is the class must be
included and represented in the classroom environment. In the media segment ( Laureate
Education, n.d.) the narrator reflected
on ensuring that the inclusion of diversity and validating our program with
photographs drawing and stories reflecting the different families in
our program. We cannot omit books and
materials because of our bias.
Growing up
and even today, I hear homophobic terms such as “faggot,” “sissy” and "tomboy"
being used on a daily basis. I remember using the word “sissy” to relate to other
children who were always scared to try new things or afraid of everything. I
would say “stop being a sissy and come on”. Parents used the term frequently
when children would cry and whine all the time.
I didn’t think of at the time as a bad word or demeaning word because I
heard it in my environment every day. I
now know that this may cause children to feel bad and may have lowered
their self-esteem. Most young children become
upset if they are called a name or ridiculed in any way. I used to be called a
tomboy all the time because I rather play sports than play dress up or play
with dolls all the time. At the time, because I was young, I took it as a
compliment rather than an insult because I didn’t know any better.
We can
help children understand that teasing cannot be prevented, and they can’t
control what others say. However, they can learn to control their responses and
reactions. When children realize that there are effective strategies that they
can use in teasing situations, their coping skills are strengthened(Freeman,1999).
References
Derman-Sparks,
L., & Olsen Edwards, J. (2010). Anti-bias education for young children
and ourselves. Washington, DC: NAEYC.
Freedman, J. S. (1999). Easing the teasing: How parents can
help their children. ERIC Digest. Champaign, IL: ERIC Clearinghouse on
Elementary and Early Childhood Education. (ERIC Document Reproduction Service
No. ED431555)
Laureate
Education (Producer). (n.d.). Start seeing diversity: Sexual orientation
[Video file]. Retrieved from https://class.waldenu.edu
