SCRIPP Master ClassSilence is a Powerful Statement

Camille CatlettFrank Porter Graham Child Development Institute

camille.catlett@unc.edu

Wednesday, February 6, 2013 4:00 – 6:00 PM

Please be generous

Sharing your examples and experiences, as experienced professional development providers, will benefit us all.

What is your earliest memory of realizing that some people were different from you and/or your family? (Differences of economics, religion, racial identity, language, ability?)

Children’s Awareness of Human Differences

www.adoptionstogether.org

During the first two yearsInfants find skin color interestingInfants recognize familiar faces

Toddlers can correctly place photos of themselves in their correct racial/ethnic group

Toddlers begin to ask questions about differences

Toddlers begin to imitate others “Just like Mommy or Daddy”

www.creative tots.com

Two year olds…

Classify people by gender

Can tell the difference between black and white

May begin to use social labels: “I’m a girl”

Three and Four year old children…

Ask “why”Become aware

negative stereotypes and feelings about people including themselves

May show discomfort with or fear of someone who is different in some way

“Boys can’t be princesses!”

“You can’t have two mommies”

From ABC’S What Would You Do? “You can’t be a Princess!”

http://www.youtube.com/watch?v=MFn81_HAvWg

Three and Four year old children…

May tease or refuse to play with someone who is different

Begin to seek labels for racial/ethnic identity

Do not have gender or ethnic constancy

Mask fear of differences with avoidance or silliness

“You cut your hair. Now you got boy hair”

“That’s a boy’s toy”

“When I get big I am going to have skin like you.”

Five and six year old children….

Develop a core sense of racial identity. Negative societal biases can undermine their self-esteem.

Can identify stereotypesShow aggression through insults and name-

calling

www.scholastic.com

“She can’t be my friend; she has ugly clothes”

“ I got the most toys”

What messages do children receive about newly bought things?

“Wow! Look at your shiny new shoes.”

Develop their own conclusions about differences if not guided by adults

Describe both poverty and wealth in concrete terms – the number of possessions

Five and six year old children….

Seven to nine year old children…

Continue to develop and elaborate on their ideas of differences

Begin to identify with groups and are interested in learning about these groups

Want and need accurate information

• Beliefs about differences remain constant and solidified unless the child experiences a life changing event

www.avianocenter.com

Young children . . .

are curious about their own and others’ physical and cultural characteristics

begin to construct a personal sense of self and multiple social identities

learn about their own and others’ social identities through both overt and covert messages

are learning about who is and who isn’t important

try to make sense of all that they see and hear

Develop pre-prejudice as they absorb negative attitudes, misinformation, and stereotypes about various aspects of human diversity

pages 12-15

You Can Make A Difference

An effective teacher can have a stronger influence on student achievement than poverty, language background, class size, and minority status 11

Here’s the dilemma

One child in a classroom can’t have the same types of foods because of religious beliefs. The children are curious about why. What would you tell them?

One approach

Anti-bias Education for

Young Children and Ourselves

What does the book say about. .

How to respect and honor different religious traditions or practices?

Fostering the inclusion of young children with disabilities?

Creating early childhood environments that support young children who are culturally and linguistically diverse?

Collaborating effectively with family members who are diverse?

How could you incorporate

this resource in the work

you do?

Four StrategiesINTERRUPTSpeak up against every biased remark – every time, in the moment, without exception. Try saying “I don’t like words like that.” Or “that phrase is hurtful.”

QUESTIONAsk simple questions in response to hateful remarks to find out why the speaker made the offensive comment. Try asking “Why do you say that?” “What do you mean?” Or “Tell me more.”

EDUCATEExplain why a term or phrase is offensive. Encourage the person to choose a different expression. Try saying “Do you know the history of that word?”

ECHOIf someone else speaks up against hate, thank him or her and reiterate the anti-bias message. Try saying “Thanks for speaking up. I agree that word is offensive and we shouldn’t use it.”

Speak Up

Speak Up At School video vignettes

http://www.tolerance.org/supplement/how-implement-speak-school

What Would You Do?

http://www.youtube.com/watch?v=MFn81_HAvWg

Anti-bias Teachable Moments

http://build.fpg.unc.edu

SCRIPT-NC Landing Pads

SCRIPT-NCSupporting Change and Reform in Preservice Teaching in

North Carolina

http://scriptnc.fpg.unc.edu/

SCRIPT-NCSupporting Change and Reform in Preservice Teaching in

North Carolina