EDUC 6358 WK 2 Blog--Creating Affirming Environments

This week I am to envision how I would personally set up my environment if I were to open a Family Child Care Home. Frankly, I imagine it would look very similar to the classroom I now teach in, since I have been given a pretty free rein as to how I would like the space set up.

To start with, I would have an area near the entrance for parents to sign in and out with individual cubbies for the children to store their belongings. I would encourage the families to hang family photographs in and around the cubbies or bring in items they wish to display (a family wall) so that the children can "see" their family at any time during the day, and also to allow visuals from which discussions about their families can be started. In this area I would post menus, calendars, announcements, and important information all translated into each family's home language, as well as a log in which parents and teachers could write notes to each other when they are unable to take the time to have a conversation . This space would also include comfortable seating to allow parents to sit with their child before leaving, making transition time easier on both child and parent.

I would have areas dedicated to different skill sets (art, blocks, large motor, etc.) well stocked with a variety of toys and learning materials representing many different cultures, abilities, jobs, family types and backgrounds. Dolls, puzzles, storybooks, props and dress up clothes representing many different skin colors, jobs, cultural backgrounds, and physical abilities would be available. Markers, crayons, paper, and paints representing a variety of skin tones would be available. Materials would be adapted to meet individual needs. Walkways and entrances would be wide enough to allow access for all. Furniture would be sized appropriately for the children. Materials would be stored on low, open shelves--labelled using photographs and words in each home language. Photographs of the children learning and playing would be displayed in each area, and posters and pictures of a diverse representation of people in non-stereotypical roles would be hung on the children's level.  Children need to be able to personally identify with the toys they are using. If they cannot draw a picture of themselves because there are no art supplies which represent them, or cannot go into a play area because their wheelchair will not fit through the entrance, or cannot operate a toy due to a physical challenge, they can become discouraged and develop negative self-images--something that is not acceptable in an anti-biased based learning center. The outdoor play area, much like the indoor play area, would offer a variety of challenges for the children to play and learn. Materials would be adapted to meet individual needs.

While the children would have a great deal of time in which to choose their activities, teachers would carefully plan what materials to offer based on the interests of the children, as well as the current theme being taught. Teachers would carefully observe the students at play, addressing any issues such as discrimination or lack of accessibility as needed. Teachers would also plan activities which challenge the children to learn and develop, but are not overly challenging. Students will not learn if they are prevented from succeeding.

My home center would also have an area in which all the children and staff could share their meals together. The furniture would be sized appropriately and accommodate different needs. The meals would be well-balanced and offer the opportunity for children to eat foods which are familiar to them as well as chances to try new foods from a variety of cultures. Special attention would be given to students with food allergies so as not to endanger a child's health. Dietary restrictions--regardless of whether they are medical, religious, or cultural in nature--would be honored.

An area dedicated to quiet play and resting would also be essential. Each child would have their own cot or crib available when they are tired and need to rest. Students would be encouraged to bring items from home that help them feel safe and comfortable when settling down, such as a favorite stuffed animal or blanket. Books, puzzles, and other quiet-time activities would be available for children who are not sleepy but need some down time. Again, these materials would represent different cultures, ages, abilities, and languages. Stereotypical materials would be avoided. Bathrooms would also feature appropriately-sized fixtures and be accessible to all.

Providing such a vast variety of materials can be costly. Flea markets and yard sales can allow teachers to stock their classrooms much more affordably, provided that the materials they find are safe and in good working order. Materials such as books, posters, games, and puzzles can be hand-made. Families are an excellent resource: many would be willing to make books, provide pictures, and make posters representing their own culture, job, family, and language. Having materials made by the students and their families is just one more way to insure that the children will feel comfortable, accepted, and valued.