Developmental Themes, Tasks, and Goals in Anti-Bias Work

Transcription

1 Developmental Themes, Tasks, and Goals in Anti-Bias Work Adapted from Louise Derman-Sparks, Anti-Bias curriculum: Tools for Empowering Young Children, 1989, NAEYC By Margie Carter and Deb Curtis GENDER IDENTITY Curious about anatomy; notices differences in gender Non-verbally explores differences (looking, pointing, touching) Learning names of body parts Confused about anatomical differences; may think they have both types of genitals or that they can change their body parts. Learning attitudes of dominate culture toward gender; learning from different behaviors and messages towards boys and girls. gain simple matter of fact information about anatomy. Acceptance regarding curiosity. Construct a healthy non-sexist identify based on anatomy as determiner of gender rather than looks, i.e., hair length or clothing. Know whether they are a boy or girl. Strongly influenced by dominant culture attitudes toward gender behavior; having definite ideas about how boys and girls are supposed to do things differently. Confused about gender constancy. Have questions about whether they will remain the same gender as they grow. develop a clear, healthy gender identity through understanding that being a boy or a girl depends on anatomy, not on what they like to do; to expand understanding of gender anatomy and gender identity; to understand gender constancy so won t think that play preferences or roles will change one s gender. Have established gender identity constancy; know that they are and will remain a boy or girl. Have learned to be embarrassed about gender anatomy and show this through teasing, giggling and secret genital play. Curious about how babies are born. Defining own gender identity; acting out prevailing gender stereotypes. expand ideas regarding gender roles to counter prevailing biases; to acquire accurate information and terms about gender anatomy and differences; to be aware of variety of role models that cross gender lines.

2 LEARNING ABOUT PHYSICAL DIFFERENCES AND DISABILITIES Two s Three s, Four s and Five s Able to see shared abilities and similarities. Notices and asks questions about disabilities. Notices the more obvious differences in physical abilities, such as a person using a wheel chair, a brace or crutches to move around. Uses non-verbal behavior to explore differences such as staring, imitating, pointing. Shows signs of "pre-prejudice", discomfort or fear with physical differences. gain words for observations; to receive acceptance for curiosity; to develop comfort and familiarity with physical differences. Curious about equipment and devices people use to help with disabilities. Confused about what a person with a disability can or can t do. Has anxiety and fear about being hurt or "catching" the disability through contact with the person or equipment. May reject, show fear or impatience with someone differently abled; lack skills for interacting with differently abled. Developmental Goal: Children with disability to see themselves reflected in the world around them; to receive acceptance for who they are; to develop autonomy and independence. Children not disabled to ask questions and express feelings about disabilities; to gain information about and comfort with those who are disabled.

3 RACIAL DIFFERENCES AND SIMILARITIES Continued curiosity about racial differences; wonder where they fit in. Notices differences in skin color; learning color names Curious about differences in hair texture. Uses non-verbal cues to signal noticing differences; may react with curiosity or fear. Overgeneralizes common characteristic such as skin color, i.e. "those are some of the Cosby people" develop a positive awareness of own racial identity; to learn words for observations of differences to develop a comfortable awareness of others. Aware of and sensitive to attitudes toward skin color and other racial characteristics; becoming aware of societal bias against darker skin and other physical differences. Wants to know how they got their color, hair and eye characteristics. Aware that getting older brings changes; wonders if skin color, hair and eyes remain constant. Confusion about racial group names and actual color of their skin. understand that racial identity does not change; to learn accurate information about racial identity to counter bias; to understand that one is part of a large group with similar characteristics (not "different") and to feel comfortable with exactly who one is. Can begin to understand scientific explanations for differences in skin color, hair texture and eye shape. Can understand more fully the range of racial differences and similarities. understand and value the range of differences among racial groups.

4 CULTURAL DIFFERENCES AND SIMILARITIES

5 Aware of cultural aspects of gender and ethnic identity. Can understand different words from different languages. topics/anti-bias/developthemes.html topics/anti-bias/developthemes.html Understands cultural identity as it relates to their family; knows one has individuality and a group connection. Confused about criteria for ethnic/cultural group membership Acquiring information and bias from the dominant culture s prevailing attitudes and images. Cultural understanding is based on concrete, daily living with family members through language, family stories, values, celebrations, spiritual life. Beginning to understand that everyone has a culture or group identity and that there are similarities and differences among children and adults. Developmental Goal: For white children to counter the developing belief that the dominant white culture is superior to other ways of life. For children of color to build a positive sense of person and group identity; to see themselves as of equal value to others. Begin to make connections between their individual and family cultural identity and the larger cultural/ethnic group. To begin to understand people s struggles for justice and a better quality of life. understand the broader context of how individuals and families relate to the larger community; to begin to identify bias and find ways to take action to challenge and change injustice.