6358. Week 2. Creating Affirming Environments

If I had my own Family Child Care Home, I would like to start with a welcome sign that has been written in the languages of all families and teachers in the program in order to help everyone feel truly welcomed to the program (Laureate Education, Inc., 2011). Our schedule with pictures would be displayed to let families know the activities we would be doing throughout the day. A weekly menu will also appear in this area, in order to let families know the meals we would enjoy. I would like to have an area in which a family picture of each child could be displayed, in this area there would be the sign in-out binder for parents, plus a board in which children can write their name or print their handprint. I would also create an area with cubbies –each cubby will show the child’s family picture in order to help children identify their own and place their coat or extra clothes in there; in this area the children and family members could say good bye to each other.

I would have a room with books, a sofa, some pillows, puppets, and stuffed animals, in order to help children calm down, is children are crying, and let them begin the day in the child care home. In the free play area, there would be pictures of children and families in the program, as well as pictures of families from different cultural background than the ones children and families in the program represent, but who are part of their society or community (Derman-Sparks & Edwards, 2010). In this free play area I would also have clothes, dolls, and toys that are known by the children –because of their use, color, or texture; in addition to some things that may be unusual to them, but common in other cultural groups –like unusual pots or dresses. I would also have dolls and pictures related to people who have disabilities and can still do anything as children in the program can do. Having pictures of elderly people doing activities will be fundamental, in order to let children know they are capable too and their age does not impede them to do be independent.

I would also like to have musical instruments that children may know, but also some that may be not common, like castanets or maybe Chinese drums. The musical instruments can be played by children at circle time or at any other opportunity in which we all are together, in order to learn more about the importance of teamwork, while creating music or rhythms. I would also have an area in which we all can enjoy meals. With the participation of all families, I would like to create a menu that includes one of the favorite recipes from each child, because meal times are great opportunities to share and know more about the children’s backgrounds (Nemeth, 2009). If possible, I would like to set up an outdoors playground, in which children can climb up stairs or a slide; I would also have a sand box, monkey bars, and a path for riding bikes or tricycles.

In order to establish communication with families and involve them as partners in their children’s education, I would like to make home visits, at least once a month; in addition, I would keep in touch with them through emails, letters, and phone calls. Every week I would give each family a copy of our menu and the activities we have planned for the week. If possible, I would like to organize potlucks in which families can meet others and maybe find support among themselves while sharing their own stories.

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. (Producer). (2011). Welcome to an anti-bias learning community. In Strategies for Working with Diverse Children. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2652530_1%26url%3D

Nemeth, K. (2009). Meeting the home language mandate. Young Children, 64(2), 36-42.