LP7 Anti-Bias Activities

In this assessment, you will develop plans for 2 anti-bias activities. The activities might address
any area of diversity, such as racial, ethnic or religious differences, differing abilities, age or
gender differences, etc. You may use this form. Fill out each section with your responses. The
spaces will expand to fit your plans. (See sample situation and activity.)
Situation & Activity 1
Describe a situation or question from a child that would create the teachable moment
that leads to the activity. (For example, while on a walk through the neighborhood, the
class sees a man wearing dark glasses and walking with a white cane, tapping it side to
side in front of him as he walks. You notice one of your children pick up a stick and start
tapping it on the sidewalk as you head back to school.)
One of the little girls in our center is in a wheelchair. She recently just got a new
wheelchair and one of the children sat in it when she was out of it and tried to wheel
herself around. She said Look Brooklyn Im like you!
Explain what you might do and say to respond to the situation or question.
I walked over by the two girls and told Ella she needed to ask Brooklyn if she could
try sitting in her chair because that is part of her personal space. I also explained to
Ella with Brooklyns help about why she got a new wheelchair.
Explain how the response would be developmentally appropriate and promote childrens
anti-bias understanding.
By explaining to Ella why Brooklyn needed the new chair and why she needed it and
what she uses the chair for helped Ella to understand why. It then seemed like Ella
understood and then viewed it as part of who Brooklyn was.
Plan a follow-up activity to help children broaden their understanding and acceptance.
I would set up a trip to our adult day program at our center and ask them if they
would be interested in having some clients play a game with the children and help
teach the children about wheelchairs.
What age children will the activity be appropriate for? 3 year olds
List materials that are needed for the activity.
Open space and help from the adult day service program
Explain what setting and timing for the activity where in the classroom and when in the
schedule (with small group during free choice time, as large group at circle time before
lunch, etc.)
We would need to treat it like a field trip to another part of the building. We would
do it during our normally scheduled play time and do it for about a half hour time
span. The children and clients would be in the multipurpose room where they are
able to do different activities both in and out of wheelchairs and have space to move
about in the chairs.

How will you introduce and begin the activity?

I will ask Brooklyn if she would like to help me and have her show off her new
wheelchair to the students and tell them about it. I will allow time for the children to
ask questions as well. Then I will tell them we are going to meet more friends that
have wheelchairs and that we will get to play with them.
Describe the step-by-step procedure for the activity.
1. Introduce the new friends the children will get to meet.
2. Introduce the children to the clients.
3. Have the children play games (catch, races, art) with the clients in different areas
around the room
What behaviors, responses or questions do you expect from the children during the
activity?
Why are they in the chair? How can they race me? Can I drive the chair?
What results do you expect from the activity? How will you assess the effectiveness of
the activity?
I expect that the children will learn more about wheelchairs and the people who are
in them. I expect that they get to have a higher comfort level with people who are
different. I will assess the effectiveness by observation of the activities going on.
Situation & Activity 2
Describe a situation or question from a child that would create the teachable moment
that leads to the activity. (For example, while on a walk through the neighborhood, the
class sees a man wearing dark glasses and walking with a white cane, tapping it side to
side in front of him as he walks. You notice one of your children pick up a stick and start
tapping it on the sidewalk as you head back to school.)
A group of boys and one girl are playing football outside during playtime. One of
the girls walked up to the girl play and told her she cant play with them because
she is a girl and girls dont play football.
Explain what you might do and say to respond to the situation or question.
I would explain to the girls that anybody can play and do anything and that it is ok
to try new things. I would ask the other girl if she wanted to come and join all of us
playing as well. And show her it can be fun.
Explain how the response would be developmentally appropriate and promote childrens
anti-bias understanding.

The response would be developmentally appropriate and promotes the anti-bias

understanding by letting her know that it is ok to break out of the gender norm and
allow everybody to do the same thing. It shows her that she can do anything if she
has interest in it.
Plan a follow-up activity to help children broaden their understanding and acceptance.
I would do a large motor activity with the children that teach them how to play
football and shows the whole class how to throw and catch. This will peak the
childrens interest and hopefully encourage some of the other children to want to
participate later on.
What age children will the activity be appropriate for? 4 years old
List materials that are needed for the activity.
Open outdoor space
Football
Explain what setting and timing for the activity where in the classroom and when in the
schedule (with small group during free choice time, as large group at circle time before
lunch, etc.)
We would be as a whole group outside in an open space. We will need about 20
minutes and nice weather. We will do this during outside time.
How will you introduce and begin the activity?
I will show the children at circle time a bunch of different types of balls and talk
about what sports they go to. I will also talk about famous people who play them
and show them pictures of both genders play each sport. I will tell them that today
we are going to talk about football.
Describe the step-by-step procedure for the activity.
1. Introduction
2. Get ready for outside (make sure we have multiple footballs)
3. Go outside
4. Show them how to throw
5. Give them balls to practice throwing
6. Show them how to catch
7. Allow them time to practice catching
8. Have them put it all together
9. Show them how to play football (Their version. They catch and chase.)
What behaviors, responses or questions do you expect from the children during the
activity?
Some may say its too hard. Some may want the ball all the time, or dont want to do

it. Some may want to know if they can play football right away.
What results do you expect from the activity? How will you assess the effectiveness of
the activity?
I expect the children to have worked on their large motor skills and hand eye
coordination. I also expect the children to see that everybody can do sports and not
have gender roles. I hope to see more girls playing football and the genders
intermixing more often. I will be able to assess the activity by observation and
anecdotal records.

Scoring Standard
You must achieve a rating of at least a 2 on each criterion to demonstrate competence.
Work receiving a 1 will be returned for revision and no points deducted upon
resubmission.
Work receiving a 0 will be returned and not evaluated further until revisions are made or
completed and points will be deducted on a resubmission.
Rating Scale
3: Meets expectations for criterion competently and effectively.
2: Adequate; meets requirements, some revision may be recommended.
1: Unsatisfactory, major revisions needed.
0: Does not meet criterion.
Scoring Guide
Criteria
Two situations and activities are completed
Situations and activities address two different areas of
diversity
Situation 1 teacher response to situation is appropriate and
promotes an anti-bias understanding
Situation 2 teacher response to situation is appropriate and
promotes an anti-bias understanding
Situation 1 materials and timing of activities are listed
Situation 2 materials and timing of activities are listed
Situation 1 procedures for activities are described
completely

Student
Rating
3
3

Instructor
Rating
3 2 1 0
3 2 1 0

3 2 1 0

3 2 1 0

3
3
3

3 2 1 0
3 2 1 0
3 2 1 0

Situation 2 procedures for activities are described

completely
Situation 1 expectations of childrens responses and
assessment of effectiveness are included and are
appropriate
Situation 2 expectations of childrens responses and
assessment of effectiveness are included and are
appropriate
Self assessment is completed and included with the
assignment
Assignment is submitted on time
More points may be deducted for very late work
Total points _______/33

3 2 1 0

3 2 1 0

3 2 1 0

Yes 2

Yes 2 1
No 0
Yes 1 No 0

Yes 1
33