There will be a built on ramp for any person that may be confined to a wheelchair or have any other disability. Upon entering in my family childcare home, the parents will be greeted by a staff member or myself. “Children must feel safe, loved, and nurtured to develop the basic trust they need for healthy development” (Derman-Sparks & Edwards, 2010, p.52). There will be a notebook for the parents to sign in and sign out before entering and exiting the facility. In the front entrance on the left side of the wall will be a bulletin board full of information such as lesson plan, daily schedule, activities, upcoming events, and any other pertinent information that the par
ents need to be aware of. The information will be written in various languages that
is presented in the family childcare home. This will help families to feel like their home language is vital. There will also be a bigger board that will display pictures of each family. Under each child’s family picture will be a small tray with their name on it and a tray with my name on it as well. These trays will be for correspondence and other documents to exchange between parents and myself.
There will be a calming/safe place area that will be for the children that may have a hard time transitioning from their parent in a more content way. Sometimes parents do not have a lot of time to comfort their crying child, but the same time the parents want to know that their child is in good hands and feels comfortable leaving them in their emotional state. In this area there will be a sofa, with pillows, books, and stuffed animals. This is vital because it will serve as a way for the children to express their emotions in a more constructive way. For instance, a child may be upset and crying, the teacher/educator will not stop the child from crying, but will allow him or to express their emotions. Eventually the child will stop crying and calm down, and will join the class when they are ready (Laureate Education, Inc., 2011).
There will be another room that will be set up for group or rug time. The room will be painted in a bright color with educational and learning tools posted on the walls as well. This is where the students and the teachers will come together and go over their good morning songs, read stories, meet and greet, and also have small conversations. Parents will be allowed to sit in during this time if they wish to do so. In the media segment Castillo talks about the importance of circle or group time because it is an important part of their day where the children are allowed to converse with one another and the parents can participate as well and this will generate a partnership between the parents and educators (Laureate Education, Inc., 2011). There will be two book cases that will have books that represents different ethnicities, cultures, genders, families, and disabilities. This will allow children to see themselves and others
that are portrayed in the books. There will also be pictures of the same thing displayed in this room as well. The children will learn how to count, say their shapes and colors in Spanish as well as any other language that may be represented in the class. This will support all the children and help them to appreciate one another home languages.
There will be a large room that will serve the interest areas that will be the learning centers. The interest areas that will be represented are blocks, music, dramatic play, manipulatives, art, reading and writing, sand/water, and math/discovery. Each center will be developmentally appropriate for each group that will be in the class. All shelves and containers will be labeled and have a picture to go with it so each child knows what is what and where it belongs. The shelves will be at the appropriate height for each age group. In the block center will be foam blocks, wooden blocks, cardboard blocks, soft blocks, community workers, people with disabilities, and animals. In the dramatic play area will have a diverse mixture of dolls that will include race, ethnicities, gender, and religions if possible. I will include dolls that will have physical challenges that include but not limited to dolls in wheel chairs, hearing impaired or wearing leg braces (Derman-Sparks & Edwards, 2010). Children should be exposed to the differences in people because when they become a part of the real world they will see people with disabilities and not be alarmed because they were introduced to it in their class. There will be dress up clothes that will include different community workers, different cultures, props for both genders. “Cooking tools and empty food containers from the children’s families are included, as well as plastic food from various cultures” (Derman-Sparks & Edwards, 2010, p. 52). In the manipulative center or table top toys will be blocks, legos and puzzles. Derman-Sparks and Edwards (2010) states “these must be separated from their packaging, which often portrays stereotypes” (p. 52). In the art center there will be a variety of art supplies ranging from different colors of construction paper, glue sticks, popsicle sticks, different types of paint (watercolor, finger, tempera), paint brushes, modeling clay play dough, to magazines, crayons, and markers. In the reading and writing center will be paper, pencils, dry erase boards, an easel, books, flash cards, letter tiles, and other appropriate materials. The sand/water will have items that will pertain to the theme for the week or month whether it is a beach theme, under the sea theme, or zoo theme. The math/discovery center will have pictures, magnifying glasses, money, dominos, file folder games, farm animals, dinosaurs, bear counters and so much more. In the music area will be music of various cultures,
streamers, different instruments, CD’s that represents the
children’s home language, drums, and maracas. This area is important because each child be exposed to music of and from their own culture (Derman-Sparks & Edwards, 2010).
The educational and learning setting would also contain a strengths-based viewpoint of educating, that develops the knowledge that the children already have upon entering into the program and what they are avid about. Topics such as social justice and diversity will be taught along with, conflict management and resolution, and learning how to perceive one’s own thinking. In learning about different cultures and religions family traditions, holiday traditions, and celebrations will not be the only way to learn about the different cultures and religions that are represented within in the class and those that are not in the class. In doing this, it is an excellent way for teachers to avoid the tourist curriculum. “In a tourist curriculum, instead of making diversity a normal part of the ongoing, daily curriculum, activities about “other” cultural groups occur only once in a while, to celebrate a holiday, to enjoy a special food, or to welcome a one-time guest” (Derman-Sparks & Edwards, 2010, p. 48). I will also display in the
classroom a designated spot were families can bring in different items that represent their family and culture (Laureate Education, Inc., 2011).
Off from the kitchen will be a room set up for the children to eat their breakfast, lunch, and snack. The children will be eating nutritional food and the appropriate serving. Children will have the opportunity to explore and be introduced to n
ew foods from different cultures. This is a great way to get children to eat food that is different from their culture and what they are used to eating. Different pictures of foods will be
displayed around the room along with different cookware and utensils that different cultures use.
The rationality of my choice would be that I will be making the invisible visible in a sense that children and their families who rarely see their culture represented will have that opportunity in my family childcare home. Every family will be represented within the class and that will help and incorporate the feel of belonging and establishing a partnership and relationship. No one will be excluded but included. “Relationships and interactions with children and families, the visual and material environment, and the daily curriculum all come together to create the anti-bias learning community” (Derman-Sparks & Edwards, 2010, p. 51).
Derman-Sparks, L., & Edwards, J.O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children
Laureate Education, Inc., (2011). Strategies for working with diverse children: Welcome to anti-bias learning community. Baltimore, MD: Author