Core Reflection 390

Developing Anti-bias Curriculum

Pacific Oaks College

HD 390 Developing Anti-bias Curriculum

By taking HD 390 I learned the importance of developing an antibias curriculum, one
where we teach our children to stand up for what they believe in, to be proud of their cultural
background and to respect others for who they are. At a very young age children become aware
of the differences of color, race, language, culture, socio economic status and physical
disabilities. We need to be very careful of how we address these delicate issues. I also acquired
skills on how to be an advocate and fight for what I believe is best for children, and to give every
child the same opportunities. I also understood how we as teachers need to be open to learn from
the families we work with, because despite being the teacher, we should assume a sense of power
over children and families. On the contrary, we should work with families to teach children that
it is okay to stand up for themselves, and for what they think is right, because this will make
them feel empowered. A basic principle in early childhood work is that when educators treat
children as if they are strong, intelligent, and kind, children are far more likely to behave in
strong, intelligent kind ways. They are more likely to learn and succeed (Derman and Olsen,
2010, p.1). The goal of having an antibias curriculum is for teachers as well as children to
understand social identities, and that even if people are different, it is okay to maintain our
individuality. Everyone deserves fair and just treatment. We need to be role models, because
children learn not only from what we say, but also from what we do.
One very important concept I found motivating was be aware of my individual biases. I
need to analyze and accept the issues I am biased about. Most importantly, I must work on
improving the way I see or react to delicate issues. The more I work on knowing myself, the
better I can understand why I respond to children in certain ways. Our own biases are the filters
that keep us from seeing who we are and why. I realized that many of our biases are because of

HD 390 Developing Anti-bias Curriculum

the way we are raised. In other words our cultural background has a huge influence on why we
feel uncomfortable with certain issues or situations.
Another concept we learned about is the theory of self-efficacy. Albert Bandura, one of
the greatest Psychologists, is famous for this theory, and it has had a great impact, He stated that
people learn through observing others, and one must believe in yourself in order to take action.
We learn from social modeling, this is the reason why it is so important for children to observe,
imitate, and model. In this way, it is important for children with special needs to be included in
regular classrooms, because it is the way they will learn and experience equity. As we fight to
have true inclusion, we are also serving as advocates of children with special needs, and making
sure every child is receiving the services that will support them.
This class motivated me to be aware of biases, discrimination, and stereotypes, and to be
mindful of the multiple forms of social identity issues like race, language, class religion, sexual
orientation, abilities or disabilities. All of these issues affect childrens self-esteem. We also need
to constantly assess and change our classrooms to make sure we have an anti-biased,, inviting
environment that reflects all of the children that come to our class (Derman and Olsen 2010).
One way we can make a difference and make sure we are offering an antibias curriculum is by
introducing none stereotypical items. For example we need to include toys and learning materials
that include genders, cultures of the world, ethnic groups a variety of books. We can also do our
best to make sure someone in the center speaks the languages of the children and families. We
also need to make sure we have a well-balanced set of toys, and that we include a variety with
physical disabilities. We need to make sure that we offer a variety of play clothes as well as
different professions outfits. Through pretend play children learn about themselves, but also

HD 390 Developing Anti-bias Curriculum

about the world. We need to make sure we offer a variety of activities, as well as having family
portraits in the classroom of the actual children who attend. This is how we honor the diversity of
our classroom. Having an anti-bias classroom should not only be about what is visible. However
we as teachers should also know how to respond to children when they ask questions about the
difference in skin color or outward appearance by using our best judgment and depending on
each individual situation. When children make comments to which we dont know how to
respond, it may be easier simply not to hear what has just been said or to let it slip from our
consciousness and memory. Then we dont have to respond, because it hasnt come up. (Tatum,
2003, p.36)
I conclude by saying that developing an anti-bias learning environment that reflects the
diversity of our classrooms and community is not an easy task. It is not only about representing
every child in our classroom, we need to observe the children and listen to what they say and
how they interact with others. Though observations we can find the most effective ways of
preparing an anti-bias classroom where we are able to nurture the development of every child, by
addressing diversity issues and offering equity to all children because they deserve a quality, fair
and just education. All children are not the same, they each have different needs and levels of
learning. Therefore we need to be able provide the appropriate services to meet their needs. After
taking this class I learned skills which will help me make a difference in the childrens lives.
They will learn that even though we are all different we still need to respect and value each other
for who we are.

HD 390 Developing Anti-bias Curriculum

References
Derman-Sparks, L. & Edwards, J. O. (2010). Ant-bias education for young children and
ourselves. Washington D.C: NAYEC

Tatum, Beverly. D., (2003). Why are all the black kids sitting together in the cafeteria? New
York; Basic Books