Kidsbridge is a nonprofit organization located on the campus of The College of New Jersey that is dedicated to character education, tolerance, and celebrating diversity. Through its interactive exhibits, it teaches approximately 2,000 elementary and middle school students each year about topics like prejudice, discrimination, stereotyping, and being an upstander versus a bystander. It aims to empower youth to take action against prejudice and discrimination in their own lives. The museum experience is designed to help visitors recognize and address discrimination and stereotyping.
Museums Victoria's new Pauline Gandel Children's Gallery opened December 2016 at Melbourne Museum. Brief overview of the partnership thinking, theory, methodology and outcome of the project, by Head Exhibitions of Museums Victoria.
Delivered at MuseumNext Melbourne, February 2017.
Pretty pictures at the end ;)
Museums Victoria's new Pauline Gandel Children's Gallery opened December 2016 at Melbourne Museum. Brief overview of the partnership thinking, theory, methodology and outcome of the project, by Head Exhibitions of Museums Victoria.
Delivered at MuseumNext Melbourne, February 2017.
Pretty pictures at the end ;)
The Santa Cruz Museum of Art & History (MAH) is working with the Foster Youth Museum and regional foster youth, advocates, and artists to co-develop an exhibition about transition-age foster youth that is a platform for art, dialogue, and action. The team of community partners is called C3. These are the slides from C3 meeting #2, held on 22 February 2017.
Moving Tips to Keep the Whole Family Happy
Follow these tips from NorthStar Moving and Storage’s expert, Laura McHolm, to keep the move stress-free and the kids entertained!
From I Can't to I Can: Multisensory Activities for Inclusive Classrooms 2015Susan Hillyard
In this experiential plenary we will define SEN, explore teachers’ beliefs and teachers’ feelings related to the inclusion of students with different learning difficulties in the English language classroom. The range of anticipated SpLDs will be discussed and a few myths exploded. Finally we will try out some multisensory strategies so that teachers can change the refrain of all from “I can’t” to “I can!!!!”
CHAPTER 4Building an Anti‑Bias Education Program Clarifying andWilheminaRossi174
CHAPTER 4
Building an Anti‑Bias Education Program: Clarifying and Brave Conversations with Children
Everything teachers do—setting up the learning environment; planning the curriculum; observing, assessing, and thinking about individual children; and so much more—rests upon establishing strong, caring, and trusting relationships with children and families. Without such relationships with their teachers, children find it hard to open up, to learn, to grow, to feel safe. These relationships are built onSeeing each individual child as a member of a unique family with many, often complex, social identities that shape their learning and ways of beingRespecting each child’s individual way of learning and being rather than imposing an expected behaviorKnowing how children learn to think and how they are, and are not yet, able to discern what is happening around themUnderstanding that children are in the process of learning at all times and that it takes many experiences before they master an idea or a behaviorListening carefully to each child to understand how each is making sense of experiences and/or behavior
An essential element in building strong relationships is your willingness to engage in conversations that support children’s sense of self, that let them know they are safe and honored exactly as who they are. Children live in a world that sends multiple, stereotype‑laden messages about their comparative value, their right to be visible, and how they are expected to behave based on their economic class, ethnicity, gender, abilities, racial identity, and religion. These overt and covert messages affect their own sense of self‑worth and how they think about people who are different. Avoiding conversations about identity and fairness is a disservice to children who are developmentally dependent upon adults to help them make sense of the complex and contradictory societal messages they receive.
When programs do not demonstrate respect for and acknowledgement of human diversity, children and families cannot feel truly seen or honored. When a teacher avoids directly addressing comments or behaviors that can hurt another child, no child feels safe. Keeping silent not only does not help children, it actively hurts them. Learning how to break this silence, how to talk about anti‑bias issues with clarity, courage, and caring, is an essential skill not only in the world of early childhood education but in the world at large. This chapter explores ways to build trusting relationships with children by directly talking about identity, diversity, injustice, and activism, which correspond to the four goals of ABE.The Hurtful Power of Silence
It is hoped that children will turn to their trusted adults when they are confused or are hurt by their experiences. But to do so, children need a vocabulary to describe what they are thinking. Too often, adults ignore children’s attempts to understand how people can be different from one another and yet the same. A Whit ...
The Little People of Tomorrow PreschoolAshley Covington, Cassa.docxoreo10
The Little People of Tomorrow Preschool
Ashley Covington, Cassandra Fredrick, David Gould, Shannon Kline, & April Underwood
Preschool Age
Preschool boys and girls are between the ages of 2 to five years old. They are very active and curious.
The Preschool Classroom
A preschool classroom needs to be organized, and the materials need to be accessible to all children,
Safety is the number one priority when it comes to preschoolers.
The furniture needs to be oversized and cushy.
The classroom should be divided into centers that are labeled so the children will associate the word with the activity.
All centers need to be visually accessible
Preschool Centers
Preschools need a classroom that is inviting and safe for the children to explore. It need to be spacious and provides a lot of room for them to explore.
Diverse Population
Read books that contain diverse characters
Look at magazines and photos that contain different cultures
Play games and use dolls that are of different diversities
Watch shows or videos that feature diverse population
Allow guest speakers to come in and share with the students
Talk and introduce about other languages
Teach about Geography
Make different foods for them to try
Play dress up to different customs
Decorate your room to incorporate diversity
Language Development
We as teachers and most of all parents, must never assume that a child is a certain age is just like everyone else. If you are a parent and are concerned about your child’s development, speak to the teacher and also consult with your child’s primary care provider.
Developmental Activities for Preschoolers
Make a scrapbook of favorite or familiar things by cutting out pictures. Group them into categories, such as things to ride on, things to eat, things for dessert, fruits, things to play with. Create silly pictures by mixing and matching pictures. Glue a picture of a dog behind the wheel of a car. Talk about what is wrong with the picture and ways to "fix" it. Count items pictured in the book.
Read to the child. Sometimes "reading" is simply describing the pictures in a book without following the written words. Choose books that are sturdy and have large colorful pictures that are not too detailed. Ask your child, "What's this?" and encourage naming and pointing to familiar objects in the book. Sing simple songs and recite nursery rhymes to show the rhythm and pattern of speech. The American Speech-Language-Hearing Association (ASHA) is the professional, scientific, and credentialing association for more than 150,000 members and affiliates who are audiologists, speech-language pathologists and speech, language, and hearing scientist.
...
The Little People of Tomorrow PreschoolAshley Covington, Cassa.docxcherry686017
The Little People of Tomorrow Preschool
Ashley Covington, Cassandra Fredrick, David Gould, Shannon Kline, & April Underwood
Preschool Age
Preschool boys and girls are between the ages of 2 to five years old. They are very active and curious.
The Preschool Classroom
A preschool classroom needs to be organized, and the materials need to be accessible to all children,
Safety is the number one priority when it comes to preschoolers.
The furniture needs to be oversized and cushy.
The classroom should be divided into centers that are labeled so the children will associate the word with the activity.
All centers need to be visually accessible
Preschool Centers
Preschools need a classroom that is inviting and safe for the children to explore. It need to be spacious and provides a lot of room for them to explore.
Diverse Population
Read books that contain diverse characters
Look at magazines and photos that contain different cultures
Play games and use dolls that are of different diversities
Watch shows or videos that feature diverse population
Allow guest speakers to come in and share with the students
Talk and introduce about other languages
Teach about Geography
Make different foods for them to try
Play dress up to different customs
Decorate your room to incorporate diversity
Language Development
We as teachers and most of all parents, must never assume that a child is a certain age is just like everyone else. If you are a parent and are concerned about your child’s development, speak to the teacher and also consult with your child’s primary care provider.
Developmental Activities for Preschoolers
Make a scrapbook of favorite or familiar things by cutting out pictures. Group them into categories, such as things to ride on, things to eat, things for dessert, fruits, things to play with. Create silly pictures by mixing and matching pictures. Glue a picture of a dog behind the wheel of a car. Talk about what is wrong with the picture and ways to "fix" it. Count items pictured in the book.
Read to the child. Sometimes "reading" is simply describing the pictures in a book without following the written words. Choose books that are sturdy and have large colorful pictures that are not too detailed. Ask your child, "What's this?" and encourage naming and pointing to familiar objects in the book. Sing simple songs and recite nursery rhymes to show the rhythm and pattern of speech. The American Speech-Language-Hearing Association (ASHA) is the professional, scientific, and credentialing association for more than 150,000 members and affiliates who are audiologists, speech-language pathologists and speech, language, and hearing scientist.
...
1- to 2-page paper in which you· Describe how you would measurepearlenehodge
1- to 2-page paper in which you:
· Describe how you would measure the outcomes that you identified in Discussion.
· Specifically, identify the
two best measurement instruments that you would use and explain why.
· Include strengths and limitations, and consider criteria such as usefulness, validity, reliability, precision, feasibility, and cost.
· Describe how you would collect the data and what you would expect to learn from it.
This was my discussion for this week.
Program Goal and Intended Outcomes:
Due to the global pandemic COVID-19 we are experiencing a historical challenge with the older population. The elderly is being impacted by social isolation, loneliness, depression, and anxiety. The goals of the program would be help clients cope with their mental health issues. The quality of life for the elderly will improve, and the community will become more educated about the challenges they face.
Goal Statement for proposed Program
To achieve balance in the mental health for the elderly. To help them learn coping skills for their depression, anxiety, and social isolation.
Expected Outcomes:
Performance: To have trained counselors to hold individual and group counseling sessions for the elderly.
Conditions: All staff will be fully trained to help elderly population deal with their depression, loneliness, and anxiety. To hold at least two to three group meetings a week.
Criteria: After three months of counseling the elderly are learning new coping skills, the depression, loneliness, and anxiety has improved, along with their quality of life.
How outcomes support goal:
The goal of the program is to help the elderly deal with depression, loneliness, and anxiety. The outcomes support the goal by having trained counselors giving individual and group sessions to the elderly to teach them healthy coping skills. The outcomes of the elderly’s quality of life have improved greatly supports the goals of the program.
Learning Resources
Required Readings
Dudley, J. R. (2020).
Social work evaluation: Enhancing what we do (3rd ed.). Oxford University Press.
· Chapter 7, “Crafting Goals and Objectives” (pp. 149–168)
· Chapter 9, “Is the Intervention Effective?” (pp. 215–250)
Noordink, T., Verharen, L., Shalk, R., van Eck, M., & van Regenmortel, T. (2021). Measuring instruments for empowerment in social work: A scoping review
. The British Journal of Social Work, 51(4), 1482–1508. https://doi.org/10.1093/bjsw/bcab054
Walden University Library. (n.d.).
Tests & measures. https://academicguides.waldenu.edu/library/testsmeasures
Virtual book
Username: Etallent9525!
Password: Landon2019!
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
When Boys Won't Be Boys: Discussing Gender with Young Children
Katch, Hannah;Katch, Jane
Harvard Educational Review; Fall 2010; 80, 3; ...
Assignment 2 Social Structure and Social Interacti.docxsalmonpybus
Assignment 2 Social Structure and Social Interaction
(Your name)
Introduction to Sociology
(Your professor’s name)
(Date)
Status Set
· List 5 statuses that you currently have.
· Label each status as either ascribed, achieved, or master. Remember that a master status is not a status that you have mastered. It refers to a status that is so important that it overrides all other statuses.
·
Status
Label (Ascribed, Achieved, or Master)
1.
2.
3.
4.
5.
Roles (Write a paragraph of at least 5 to 7 sentences answering the following questions.)
· Choose 1 status from your list.
· Describe the role that is associated with the status.
· Describe how you learned that role.
Role Conflict (Write 1 to 2 paragraphs of at least 5 to 7 sentences each answering the following questions.)
· Describe a time when you experienced a conflict because of the demands of two different roles associated with any of your statuses.
· How did you resolve the conflict? (Discuss any conversations or social interactions that you had.)
· List any active listening skills you used to resolve the conflict. If you didn’t use active listening skills, then list the skills you could have used to resolve the conflict.
Philosophy Statement (Part of it)
Week 2 Discussion 1 (The 4-5 sentence philosophy statement) I only copied the part about philosophy statement:
As a teacher, I believe that I have a huge amount of responsibilities. Not only do I have the responsibility to create an environment that will best help my students to learn, but I also have the responsibility to help my students develop an appreciation for learning and acquiring knowledge. I feel that I am responsible for being a good example to my students and teaching them lifelong values.
Feedback
Shakina, I appreciate your thoughts on this complex issue. However, you needed to find 1 additional scholarly source and compare all 3. Missing peer responses.
Frank Guevara, Jan 23 at 8:34pm
Practice Intentional Teaching
Week 2 Discussion
Anti-bias education is an early childhood curriculum which is geared towards instilling values and principles which align with supporting, respecting as well as embracing social differences and aims to fight unfairness, bias, and segregation across the different social forms like race, gender among other variations (Leekeenann et al. 2016). The anti-bias form of education calls for high levels of critical thinking, and adequate problem-solving prowess among the tutors and the scholars to enhance social justice across the different demographic segmentation.
Anti-bias goal 2: the children express comfort and extreme joy with human diversity, the official language for social differences, and sincere, caring human connections. With this, through anti-bias education, children are thus able to acknowledge the humanity and extend the heart of affiliation and adopt zero tolerance to all forms of human segregation. The children can, therefore, interact with different social d.
The Santa Cruz Museum of Art & History (MAH) is working with the Foster Youth Museum and regional foster youth, advocates, and artists to co-develop an exhibition about transition-age foster youth that is a platform for art, dialogue, and action. The team of community partners is called C3. These are the slides from C3 meeting #2, held on 22 February 2017.
Moving Tips to Keep the Whole Family Happy
Follow these tips from NorthStar Moving and Storage’s expert, Laura McHolm, to keep the move stress-free and the kids entertained!
From I Can't to I Can: Multisensory Activities for Inclusive Classrooms 2015Susan Hillyard
In this experiential plenary we will define SEN, explore teachers’ beliefs and teachers’ feelings related to the inclusion of students with different learning difficulties in the English language classroom. The range of anticipated SpLDs will be discussed and a few myths exploded. Finally we will try out some multisensory strategies so that teachers can change the refrain of all from “I can’t” to “I can!!!!”
CHAPTER 4Building an Anti‑Bias Education Program Clarifying andWilheminaRossi174
CHAPTER 4
Building an Anti‑Bias Education Program: Clarifying and Brave Conversations with Children
Everything teachers do—setting up the learning environment; planning the curriculum; observing, assessing, and thinking about individual children; and so much more—rests upon establishing strong, caring, and trusting relationships with children and families. Without such relationships with their teachers, children find it hard to open up, to learn, to grow, to feel safe. These relationships are built onSeeing each individual child as a member of a unique family with many, often complex, social identities that shape their learning and ways of beingRespecting each child’s individual way of learning and being rather than imposing an expected behaviorKnowing how children learn to think and how they are, and are not yet, able to discern what is happening around themUnderstanding that children are in the process of learning at all times and that it takes many experiences before they master an idea or a behaviorListening carefully to each child to understand how each is making sense of experiences and/or behavior
An essential element in building strong relationships is your willingness to engage in conversations that support children’s sense of self, that let them know they are safe and honored exactly as who they are. Children live in a world that sends multiple, stereotype‑laden messages about their comparative value, their right to be visible, and how they are expected to behave based on their economic class, ethnicity, gender, abilities, racial identity, and religion. These overt and covert messages affect their own sense of self‑worth and how they think about people who are different. Avoiding conversations about identity and fairness is a disservice to children who are developmentally dependent upon adults to help them make sense of the complex and contradictory societal messages they receive.
When programs do not demonstrate respect for and acknowledgement of human diversity, children and families cannot feel truly seen or honored. When a teacher avoids directly addressing comments or behaviors that can hurt another child, no child feels safe. Keeping silent not only does not help children, it actively hurts them. Learning how to break this silence, how to talk about anti‑bias issues with clarity, courage, and caring, is an essential skill not only in the world of early childhood education but in the world at large. This chapter explores ways to build trusting relationships with children by directly talking about identity, diversity, injustice, and activism, which correspond to the four goals of ABE.The Hurtful Power of Silence
It is hoped that children will turn to their trusted adults when they are confused or are hurt by their experiences. But to do so, children need a vocabulary to describe what they are thinking. Too often, adults ignore children’s attempts to understand how people can be different from one another and yet the same. A Whit ...
The Little People of Tomorrow PreschoolAshley Covington, Cassa.docxoreo10
The Little People of Tomorrow Preschool
Ashley Covington, Cassandra Fredrick, David Gould, Shannon Kline, & April Underwood
Preschool Age
Preschool boys and girls are between the ages of 2 to five years old. They are very active and curious.
The Preschool Classroom
A preschool classroom needs to be organized, and the materials need to be accessible to all children,
Safety is the number one priority when it comes to preschoolers.
The furniture needs to be oversized and cushy.
The classroom should be divided into centers that are labeled so the children will associate the word with the activity.
All centers need to be visually accessible
Preschool Centers
Preschools need a classroom that is inviting and safe for the children to explore. It need to be spacious and provides a lot of room for them to explore.
Diverse Population
Read books that contain diverse characters
Look at magazines and photos that contain different cultures
Play games and use dolls that are of different diversities
Watch shows or videos that feature diverse population
Allow guest speakers to come in and share with the students
Talk and introduce about other languages
Teach about Geography
Make different foods for them to try
Play dress up to different customs
Decorate your room to incorporate diversity
Language Development
We as teachers and most of all parents, must never assume that a child is a certain age is just like everyone else. If you are a parent and are concerned about your child’s development, speak to the teacher and also consult with your child’s primary care provider.
Developmental Activities for Preschoolers
Make a scrapbook of favorite or familiar things by cutting out pictures. Group them into categories, such as things to ride on, things to eat, things for dessert, fruits, things to play with. Create silly pictures by mixing and matching pictures. Glue a picture of a dog behind the wheel of a car. Talk about what is wrong with the picture and ways to "fix" it. Count items pictured in the book.
Read to the child. Sometimes "reading" is simply describing the pictures in a book without following the written words. Choose books that are sturdy and have large colorful pictures that are not too detailed. Ask your child, "What's this?" and encourage naming and pointing to familiar objects in the book. Sing simple songs and recite nursery rhymes to show the rhythm and pattern of speech. The American Speech-Language-Hearing Association (ASHA) is the professional, scientific, and credentialing association for more than 150,000 members and affiliates who are audiologists, speech-language pathologists and speech, language, and hearing scientist.
...
The Little People of Tomorrow PreschoolAshley Covington, Cassa.docxcherry686017
The Little People of Tomorrow Preschool
Ashley Covington, Cassandra Fredrick, David Gould, Shannon Kline, & April Underwood
Preschool Age
Preschool boys and girls are between the ages of 2 to five years old. They are very active and curious.
The Preschool Classroom
A preschool classroom needs to be organized, and the materials need to be accessible to all children,
Safety is the number one priority when it comes to preschoolers.
The furniture needs to be oversized and cushy.
The classroom should be divided into centers that are labeled so the children will associate the word with the activity.
All centers need to be visually accessible
Preschool Centers
Preschools need a classroom that is inviting and safe for the children to explore. It need to be spacious and provides a lot of room for them to explore.
Diverse Population
Read books that contain diverse characters
Look at magazines and photos that contain different cultures
Play games and use dolls that are of different diversities
Watch shows or videos that feature diverse population
Allow guest speakers to come in and share with the students
Talk and introduce about other languages
Teach about Geography
Make different foods for them to try
Play dress up to different customs
Decorate your room to incorporate diversity
Language Development
We as teachers and most of all parents, must never assume that a child is a certain age is just like everyone else. If you are a parent and are concerned about your child’s development, speak to the teacher and also consult with your child’s primary care provider.
Developmental Activities for Preschoolers
Make a scrapbook of favorite or familiar things by cutting out pictures. Group them into categories, such as things to ride on, things to eat, things for dessert, fruits, things to play with. Create silly pictures by mixing and matching pictures. Glue a picture of a dog behind the wheel of a car. Talk about what is wrong with the picture and ways to "fix" it. Count items pictured in the book.
Read to the child. Sometimes "reading" is simply describing the pictures in a book without following the written words. Choose books that are sturdy and have large colorful pictures that are not too detailed. Ask your child, "What's this?" and encourage naming and pointing to familiar objects in the book. Sing simple songs and recite nursery rhymes to show the rhythm and pattern of speech. The American Speech-Language-Hearing Association (ASHA) is the professional, scientific, and credentialing association for more than 150,000 members and affiliates who are audiologists, speech-language pathologists and speech, language, and hearing scientist.
...
1- to 2-page paper in which you· Describe how you would measurepearlenehodge
1- to 2-page paper in which you:
· Describe how you would measure the outcomes that you identified in Discussion.
· Specifically, identify the
two best measurement instruments that you would use and explain why.
· Include strengths and limitations, and consider criteria such as usefulness, validity, reliability, precision, feasibility, and cost.
· Describe how you would collect the data and what you would expect to learn from it.
This was my discussion for this week.
Program Goal and Intended Outcomes:
Due to the global pandemic COVID-19 we are experiencing a historical challenge with the older population. The elderly is being impacted by social isolation, loneliness, depression, and anxiety. The goals of the program would be help clients cope with their mental health issues. The quality of life for the elderly will improve, and the community will become more educated about the challenges they face.
Goal Statement for proposed Program
To achieve balance in the mental health for the elderly. To help them learn coping skills for their depression, anxiety, and social isolation.
Expected Outcomes:
Performance: To have trained counselors to hold individual and group counseling sessions for the elderly.
Conditions: All staff will be fully trained to help elderly population deal with their depression, loneliness, and anxiety. To hold at least two to three group meetings a week.
Criteria: After three months of counseling the elderly are learning new coping skills, the depression, loneliness, and anxiety has improved, along with their quality of life.
How outcomes support goal:
The goal of the program is to help the elderly deal with depression, loneliness, and anxiety. The outcomes support the goal by having trained counselors giving individual and group sessions to the elderly to teach them healthy coping skills. The outcomes of the elderly’s quality of life have improved greatly supports the goals of the program.
Learning Resources
Required Readings
Dudley, J. R. (2020).
Social work evaluation: Enhancing what we do (3rd ed.). Oxford University Press.
· Chapter 7, “Crafting Goals and Objectives” (pp. 149–168)
· Chapter 9, “Is the Intervention Effective?” (pp. 215–250)
Noordink, T., Verharen, L., Shalk, R., van Eck, M., & van Regenmortel, T. (2021). Measuring instruments for empowerment in social work: A scoping review
. The British Journal of Social Work, 51(4), 1482–1508. https://doi.org/10.1093/bjsw/bcab054
Walden University Library. (n.d.).
Tests & measures. https://academicguides.waldenu.edu/library/testsmeasures
Virtual book
Username: Etallent9525!
Password: Landon2019!
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
When Boys Won't Be Boys: Discussing Gender with Young Children
Katch, Hannah;Katch, Jane
Harvard Educational Review; Fall 2010; 80, 3; ...
Assignment 2 Social Structure and Social Interacti.docxsalmonpybus
Assignment 2 Social Structure and Social Interaction
(Your name)
Introduction to Sociology
(Your professor’s name)
(Date)
Status Set
· List 5 statuses that you currently have.
· Label each status as either ascribed, achieved, or master. Remember that a master status is not a status that you have mastered. It refers to a status that is so important that it overrides all other statuses.
·
Status
Label (Ascribed, Achieved, or Master)
1.
2.
3.
4.
5.
Roles (Write a paragraph of at least 5 to 7 sentences answering the following questions.)
· Choose 1 status from your list.
· Describe the role that is associated with the status.
· Describe how you learned that role.
Role Conflict (Write 1 to 2 paragraphs of at least 5 to 7 sentences each answering the following questions.)
· Describe a time when you experienced a conflict because of the demands of two different roles associated with any of your statuses.
· How did you resolve the conflict? (Discuss any conversations or social interactions that you had.)
· List any active listening skills you used to resolve the conflict. If you didn’t use active listening skills, then list the skills you could have used to resolve the conflict.
Philosophy Statement (Part of it)
Week 2 Discussion 1 (The 4-5 sentence philosophy statement) I only copied the part about philosophy statement:
As a teacher, I believe that I have a huge amount of responsibilities. Not only do I have the responsibility to create an environment that will best help my students to learn, but I also have the responsibility to help my students develop an appreciation for learning and acquiring knowledge. I feel that I am responsible for being a good example to my students and teaching them lifelong values.
Feedback
Shakina, I appreciate your thoughts on this complex issue. However, you needed to find 1 additional scholarly source and compare all 3. Missing peer responses.
Frank Guevara, Jan 23 at 8:34pm
Practice Intentional Teaching
Week 2 Discussion
Anti-bias education is an early childhood curriculum which is geared towards instilling values and principles which align with supporting, respecting as well as embracing social differences and aims to fight unfairness, bias, and segregation across the different social forms like race, gender among other variations (Leekeenann et al. 2016). The anti-bias form of education calls for high levels of critical thinking, and adequate problem-solving prowess among the tutors and the scholars to enhance social justice across the different demographic segmentation.
Anti-bias goal 2: the children express comfort and extreme joy with human diversity, the official language for social differences, and sincere, caring human connections. With this, through anti-bias education, children are thus able to acknowledge the humanity and extend the heart of affiliation and adopt zero tolerance to all forms of human segregation. The children can, therefore, interact with different social d.
http://cdn-media.waldenu.edu/2dett4d/Walden/EDUC/6357/CH/mm/audio_player/index_week6.html
Click on “Go To Menu.”
Click on Anti-Bias ECE Settings
Select each narrator at the left bottom portion of the screen.
Visit link below:
https://content.waldenu.edu/f31ba8b46f5e6d6ec2ca13a3c07cd071.pdf
Visit the links below for Contemporary Books:
https://litkidz.com/books/contemporary
Visit the link below for Classic Books:
https://www.listchallenges.com/85-classic-childrens-books
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
The Importance of Including Culturally Authentic Literature
Hall, Katrina Willard
YC Young Children; Jan 2008; 63, 1; ProQuest One Academic
pg. 80
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
EDUC6357: Diversity, Development, and Learning
“Start Seeing Diversity: Race/Ethnicity”
Program Transcript
NARRATOR: Bias based on race, or racism, and ethnic bias, or ethnocentrism,
are any attitude, action, or institutional practice that subordinates people based
on the color of their skin or on their ethnic background. Racism and
ethnocentrism and are deeply interwoven. We are all affected by the racial bias
in our society, whether our classrooms or communities are mostly white, racially
mixed, or mostly people of color.
One teacher did not believe preschoolers in her all white group were affected by
environmental bias, such as constant TV news stories linking crime to men of
color. Then she showed each child a series of photographs of diverse people and
asked the children to tell her about the people in the pictures. In response to this
photograph, one child said, he's a robber, he has a brown face like a robber. The
teacher asked, why do you think people with brown faces are robbers? He said
he had seen them on TV.
This story shows the bias the children are developing whether or not they come
in contact with people who are different from them. A color blind approach that
does not acknowledge skin color ignores this, and also teaches children that
something is wrong with the differences they do see. Children do notice skin
color-- we all do. And young children are specifically being taught to notice and
named the colors they see. Pretending that we don't see skin color keeps us from
building pride and mutual respect, and challeng ...
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Covington ElementaryAshley CovingtonProfessor Lori Infants.docxfaithxdunce63732
Covington Elementary
Ashley Covington
Professor Lori
Infants, Children, and Adolescents EDU/305
September 17, 2012
Introduction
Elementary school is made up of children who are of the ages between five and twelve approximately
These are the children who have already undergone the preschool stage.
Elementary school is made up of children who are of the ages between five and twelve approximately. These are the children who have already undergone the preschool stage.
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Age of the children
The children to be observed will consist of a mixture of all age groups from 5 to 12 years old
This ensures all age groups are covered
Different behavior will be observed due to age difference
The children to be observed will consist of a mixture of all age groups from 5 to 12 years old. The rationale for this is to ensure that the observations give the views about all the age groups covered. The children will be expected to portray different behaviors due to difference in the ages.
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The Elementary Classroom
Relaxed and Cozy Atmosphere with happy students
Neat and orderly environment
Rules and Consequences are posted
Reading Centers
A elementary classroom needs to be organized, and the materials need to be accessible to all children.
Safety is the number one priority when it comes to students of all ages. (Bradley, 2012)
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Learning Centers
Arts and crafts
Reading center
Computer Lab
Spelling Center (Write spelling words with shaving cream!)
Learning during this observation will take place through two main activities; through teaching and testing the children while in the classroom setting and through interacting with the children casually to study their behavior mainly through play. The three main theories behind this are behaviorism, cognitive and social theories Behaviorism will consist of keenly studying the children as they are in the classroom setting. Their behavior is observed and comments given based on what is studied. As for the cognitive theory, this will apply when tests and teaching will be conducted as the children’s capability will be tested. As for the social theory, children will be observed as they interact with their teachers and other children. Their ability to perform when in groups will be assessed in this case.
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Diverse Population
reading books from diverse cultures
Coming up with creative stories from all diverse regions
Common language
Embracing all cultures
No single diverse background is superior
Represent all cultures in the study
Diversity among the children will be addressed through; reading books from diverse cultures, Coming up with creative stories from all diverse regions, using a common langua.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. Kidsbridge Mission O Tolerance T Confidence and Courage Anti-Bullying Role Models and Heroes Empathy For Others One Person Can Make a Difference Learning Social skills Negotiation Skills Engagement with Adults Kidsbridge Tolerance Museum is a nonprofit organization dedicated to character education, tolerance and the celebration of human diversity. Kidsbridge, located on The College of New Jersey (TCNJ) campus, features the interactive exhibit F a ce to Face: Dealing with Prejudice and Discrimination , focusing on diversity appreciation and character education. TCNJ students and their professors interact with approximately 2,000 elementary and middle school students, day campers, Scouts and leadership groups each year. L E R A N C E
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4. “ Different” Abilities & Exclusion Students learn that being a silent bystander is comparable to doing a harmful action. Exclusion because of differences in abilities is a form of prejudice and discrimination. TCNJ student John, with his seeing-eye dog Marco, talks with students about what it is like to be a college student and unable to see.
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12. Kidsbridge Runs on Volunteers Kidsbridge collaborates with TCNJ's Children's Social Development Lab and TCNJ's education and psychology departments. Over 100 college students have participated as docents. Kidsbridge is always looking for additional volunteers to serve as docents.