Application: Addressing Biased Behavior about Race and Gender

Application: Addressing Biased Behavior about Race and GenderFor this assignment, develop an action plan to help young children feel good about their racial/gender identities while supporting the development of positive behaviors and attitudes about those who are different.To begin, print and review the “Creating an Anti-Bias Learning Community: Diversity of Race and Gender” form. As noted in earlier weeks of the course, consider how you would build help children get to know themselves better, build respect for others, and combat stereotypes and prejudices that arise in the setting in which you work with young children and their families through the four aspects of creating an anti-bias learning community:Positive interactions with childrenPositive relationships with and among familiesThe visual and material environmentCurriculum planningNext, read through the statements below that reflect children’s misconceptions about race or gender differences. Select one statement (either race or gender-related) to be the focus of your analysis. Race:”I don’t like dark people – dark people are bad guys!” (Girl, 3)Now, consider how you could use the statement you chose to proactively challenge stereotyping and address the diversity issue(s) in order to help children in the process of learning to honor and respect race or gender differences.Please use the “Creating an Anti-Bias Learning Community: Diversity of Race and Gender” form for the answers FILE ATTACHED

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Week 6: Creating an Anti-Bias Learning Community: Diversity of Race and Gender
Please copy/paste the child’s statement you chose for
this assignment in the box to the right. ( Refer to the
Week 6 Application page.)
Statement: “……..”
Creating an Anti-Bias Learning Community
Action Plan Ideas to Address the Biased Behavior
Positive interactions with children
o Responding to pre-prejudice and discriminatory
behavior (pp.33-35)
Positive relationships with and among families
o Collaborating with families
The visual and material environment
o Learning materials (incl. books)
Curriculum Planning
o Activities and techniques
(pp. 47 – 51)
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