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Field Work - Community&Culture
Transcript of Field Work - Community&Culture
By age 4 children have already formed attitudes about and based on race
Preschool age children notice and model their parents racial attitudes
Children can also get ideas about race and culture from TV, books, peers and other adults in their lives Children begin to gain a foundation for self-awareness as infants & toddlers PreSchool Years Knowledge of early classification helps children sort based on color and size. they are still too young to deal with multiple classification allowing them to get confused about names of racial groups and their skin color By age 2 children are able to recognize and explore physical differences. This is the age children begin to learn colors and so they also begin to apply colors to skin color. By age 4 is when children begin to prefer one race over another. many children still believe that like many other things, race can be altered. The Anti-Bias curriculum is focused on teaching them that racial identity does not change and to help them understand that they are part of a larger group with similar traits. At this age thinking is very distorted, limited and inconsistent. During these years children will believe in stereotypes very strongly if presented in their environments and will begin to form pre-prejudices Kindergarten Years This is the age (5-6) that children become more group oriented and form better social skills.
They now begin to understand individual differences between members of the same racial/cultural group. Exploration of other cultures, mainly those of their friends, becomes much more evident Activities for Preschoolers to promote cultural and racial awareness Music & Dance Play recordings from different racial and ethnic backgrounds for the children to listen to. Allow the children to learn songs in different languages & to participate in dancing to the music.
This kind of activity will teach the children that although people are different cultures and speak different languages, everyone likes to sing and dance in their own special ways. Build Positive Attitudes about cultural awareness Talk about differences among people in positive ways to help children appreciate special qualities of individuals
Talk about similarities among people to help children understand that we are more alike than different.
If a child overhears negative comments being made regarding another individual let them know that this is not nice and can hurt others feelings.
If a child makes a prejudice comment, let them know that this is hurtful and they should not speak about others this way
Allow children to have play groups that have other children of various races, ethnicities, socioeconomic backgrounds and family structures
Explain to children that no one is the same as any other person and that we should respect all individual differences. "Show me the dumb child"
76% of younger white children pointed to the 2 DARKEST skin tones
" Show me the mean child"
66% of younger white children pointed to the 2 DARKEST skin tones
"Show me the child who has the skin tone most children don't want"
66% of younger white children pointed to the 2 DARKEST skin tones
"Show me the bad child"
more then 59% of the older children pointed to the 2 DARKEST skin tones Child Care Observations What do you think? When do you believe children develop recognition
of racial differences? At what age do you think concepts of culture and belonging to a certain community form? Do you feel that the media has any impact on how a child develops a sense of culture? Jelly Beans Gummibears Ethnically and Racially oriented Visuals in the Classroom Visual images on the walls throughout the classroom are limited. They are ethnically and racially neutral, aside from a birthday poster reading Feliz Cumpleanos giving the kids an example of another language correlating to a specific race. Other visual stimulates include dolls and games that depict images of children that have a wide variety of skin tones. This shows the children racial diversity, which helps to keep them from developing racial preferences from only being exposed to play things that are race specific. Children's developmental understanding of ethnicity and race Sense of Community (the children's connectedness to each other despite/because of cultural differences/similarities) Matilde and Ella Ella-Angela Alex and Ziam Ava & Victoria Aiden & Kyle Quintana's Model of Children's Understanding of Ethnicity Level 0: Integration of Affective and perceptual understanding of ethnicity (3-6 years)
-Awareness of race based on observable biological features
-Affective differentiation of races based on biases and preferences.
Level 1: Literal understanding of ethnicity (6-10 years)
-Understanding permanent non-observable aspects of ethnicity I.E. (Language and food preferences)
-Conceptions of heritage or ancestry as an aspect of ethnicity.
Level 2: Social perspective of ethnicity (10-14 years)
-Awareness of aspects associated with ethnicity such as socioeconomic differences.
-Awareness of ethnic discrimination and prejudice.
Level 3: Ethnic-group consciousness and ethnic identity (Adolescence)
-Active expression and integrations of an ethnic identity
-Ethnic-group consciousness such as attitudes and experiences shared by an ethnic group. Social Cognitive Development Young children tend to parrot their parents racial biases and relationships. It is easier for parents to teach their children prejudices rather than instilling non bias attitudes. Children learn from pervasive social influences and their environment regardless of parental influences Although children are shown to demonstrate racial biases this does not affect their choices of friends or playmates based of race or ethnicity Children can be prejudiced towards their own racial groups, however these prejudiced views do not translate into negative self-esteem. Social Status and Understandings Young children often describe differences in gender and social groups by external and physical features similar to race. Children usually emphasize differences in appearances and possessions to differentiate between wealthy and poor. This qualifier also extends to differentiating intelligence Friendships and relationships are also categorized by physical characteristics such as when a child talks about a close friend they are referring to one who lives close by. Young children often use physical criteria to categorize people into racial groups, rather than any type of ethnic knowledge. Arts and Crafts Provide dark colors as well as lighter colors for painting, drawing, and coloring
When mixing paints during an activity, discuss colors with care
try not to refer to a mix of colors that results in brown as "yucky", "muddy", or "icky brown" "Early multicultural education is not a curriculum; it is a perspective and a commitment to equity, sensitivity and empowerment." (Whaley & Swadener, 1990 pg. 240) As preoperational thinkers, young children begin to categorize and identify both themselves and others based on tangible, observable, and concrete features. Race, Ethnicity, and Diversity in The Classroom The books available to the children in the classroom are frequently changed in accordance with the theme of the materials being learned. Currently in the Gummibear room all of the books are oriented around plants and their growth, so there are no racial and ethnic connotations. There are books in the daycare that carry ethnic messages, both explicitly and through undertone. The jellybean classroom is a diverse group of kids.
They celebrate holidays ranging from Christmas to Chinese New Year.
Some speak Chinese (Eric, Sarah, David, and Little David), one speaks French (Louis), and some of the teachers have begun teaching the students words in Spanish Interaction Between Racial Awareness and Community A study conducted by Ramsey (1991) looked at racial vs. sex salience among children aged 3-5 who lived in an all white community
Children used race more often than sex to categorize others
Although sex was more salient when choosing potential friends, race was more salient when choosing who to avoid
recognizing others as members of the same race was correlated with choosing them as potential friends Defining Race & Ethnicity Diversity (or lack thereof) in a community can influence how children see members of different races as well as whether or not they choose to interact with them. Children's ethnic and racial status will have significant impact on their lives, social
relationships, access to societal resources, and identities.
- The term "ethnicity" is contrasted with race in that the connotations of the former refer not specifically to physical, biological, and genetic features but to primarily sociological or anthropological characteristics, such as customs, religious practices, and language usage of a group of people with a shared ancestry or origin in a geographical region. Getting the jellybeans to talk about culture was difficult; while they may recognize racial differences as far as language and skin complexion they may not necessarily have the vocabulary and the concepts associated with culture to vocalize their understanding. Jellybeans Gummybears Some of the books in the jellybean classroom are Dora the Explorer books
Some books in the jellybean room have both Spanish and English text