Part I. Overcoming Bias
I am a person who firmly believes that everyone is equal despite anything. The fact that one may be of a different color or religion does no affected me because I think that everyone is equal. Also, for people who come from a poor background, I feel like they should be considered to fit into society. My culture can affect my professional work, especially when working in an area that is sensitive to culture. It can have a affirmative impact on the people I labor with because they will learn to interact with others well. On the other hand, institutions where cultural diversity is not considered necessary, it will have a negative influence on me because expressing the difference would be difficult. I believe that every individual has a right to experience equality. Oppression is not suitable for individuals who are from a different culture or background. Also, people should not exercise bias in workplaces by making decisions that affect others and benefit themselves.
To be friendly and interact with people without fear despite their differences- an individual's behavior affects how they think (Gibson & Barr, 2017). For example, if a student walks up to me to ask a question, it is my role to be friendly to them to ensure that they do not fear to approach me another time. Also, for the students who come from poor backgrounds, it is essential to be friendly to them to ensure that they concentrate on their studies. It will help boost their performance because they will know that the teacher does not worry about the difference but in offering them quality education. Hanging out with people who have a positive attitude compared to mine- for example, being culturally insensitive can be eliminated by sensitive people. Interacting more with people who take into account all cultures can have significant influence on how I handle people from different cultures. To identify situations when the biases affect my behavior- when working with children in a class setup, it is essential to assess every student to know their strengths and weaknesses. Also, through observation, one can identify a student who is having difficulties in class and help them (Gibson & Barr, 2017). To avoid bias, concentrating on helping one child can affect others because they will feel that they are not necessary. Therefore, it is essential to focus on all the kids to ensure that equality is observed. Being biased affects one's behavior and attitude towards things.
The strategies chosen can help build a positive relationship between educators, children, and parents to ensure that every party is satisfied. Working with individuals who are not biased can help reduce biases. Being friendly can help children from a poor background to study well because of positive energy. It will help their parents to work hard to ensure that their kids study well. Also, people with a positive attitude can help in the development of the school so that it can account for all studen ...
Part I. Overcoming Bias I am a person who firmly believes that e.docx
1. Part I. Overcoming Bias
I am a person who firmly believes that everyone is equal
despite anything. The fact that one may be of a different color
or religion does no affected me because I think that everyone is
equal. Also, for people who come from a poor background, I
feel like they should be considered to fit into society. My
culture can affect my professional work, especially when
working in an area that is sensitive to culture. It can have a
affirmative impact on the people I labor with because they will
learn to interact with others well. On the other hand, institutions
where cultural diversity is not considered necessary, it will have
a negative influence on me because expressing the difference
would be difficult. I believe that every individual has a right to
experience equality. Oppression is not suitable for individuals
who are from a different culture or background. Also, people
should not exercise bias in workplaces by making decisions that
affect others and benefit themselves.
To be friendly and interact with people without fear despite
their differences- an individual's behavior affects how they
think (Gibson & Barr, 2017). For example, if a student walks up
to me to ask a question, it is my role to be friendly to them to
ensure that they do not fear to approach me another time. Also,
for the students who come from poor backgrounds, it is
essential to be friendly to them to ensure that they concentrate
on their studies. It will help boost their performance because
they will know that the teacher does not worry about the
difference but in offering them quality education. Hanging out
with people who have a positive attitude compared to mine- for
example, being culturally insensitive can be eliminated by
sensitive people. Interacting more with people who take into
account all cultures can have significant influence on how I
handle people from different cultures. To identify situations
when the biases affect my behavior- when working with
children in a class setup, it is essential to assess every student
2. to know their strengths and weaknesses. Also, through
observation, one can identify a student who is having
difficulties in class and help them (Gibson & Barr, 2017). To
avoid bias, concentrating on helping one child can affect others
because they will feel that they are not necessary. Therefore, it
is essential to focus on all the kids to ensure that equality is
observed. Being biased affects one's behavior and attitude
towards things.
The strategies chosen can help build a positive relationship
between educators, children, and parents to ensure that every
party is satisfied. Working with individuals who are not biased
can help reduce biases. Being friendly can help children from a
poor background to study well because of positive energy. It
will help their parents to work hard to ensure that their kids
study well. Also, people with a positive attitude can help in the
development of the school so that it can account for all students
from different cultures. Even the students who do have
difficulties with English, having a bond with the educator can
help them develop more skills in the language. The families
whose children are in the school will be freer to communicate
the challenges they face with their children for help to ensure
that education runs smoothly. It will enable the school to
receive more students from diverse cultures because parents
know that the school is not biased.
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3. Part 2:
CR003 PART 1 AND 2 PERFORMANCE TASK
Part I: Overcoming Bias
In order to be an effective early childhood educator and anti-
bias advocate, it is necessary, first and foremost, to recognize
and challenge one’s own biases. While this may not seem
difficult on a surface level, there are, in fact, various strategies
and practices for recognizing the overt and more subtle or
covert biases one may possess.
In two to three pages, address the following:
· Describe yourself, including any relevant information about
your own social identity and culture. Explain how your own
identity and/or culture might influence your professional
practice. If applicable, share your own experiences with
privilege, oppression, and/or bias.
· Identify three strategies that you will use in order to explore
and overcome your own biases.
· Explain why you chose these strategies and how exploring and
overcoming your own biases can positively impact the children
and families with whom you work.Part II: Addressing Bias and
Promoting Equity in Early Childhood Classrooms
Bias and discrimination affect people from all walks of life. In
the early childhood field, bias and discrimination are especially
troublesome, as they can have long-term impacts that can
continue to affect children through adulthood. Read Document
#1: Madison Place Preschool Scenario prior to beginning Part
II.In three to four pages, complete the following:
· Describe four strategies that you will use in order to address
bias and promote equity among the young children in your
classroom.
· Explain why you chose these strategies, and how they will
4. help address bias and promote equity.
· Describe how you will implement these strategies to advocate
for positive social change on behalf of the children in your
classroom.
· Describe one way you will partner with families and/or the
community in your advocacy efforts.Part III: Access, Equity,
and Promoting Change in Early Childhood Organizations
While advocating for access, equity, and change in early
childhood classrooms is an important first step, early childhood
settings support this advocacy effort on an organizational level.
In two to three pages, complete the following:
· Describe how you will advocate for anti-bias curriculum in
your early childhood setting or one in which you might work.
· Explain why anti-bias curriculum should be adopted in in this
setting.
· Explain why access and equity at the organizational level are
important to developing early childhood programs that help
promote the growth and development of children, families, and
communities.
· Include a description of at least one organization with whom
you might partner to promote access, equity, and social change
for young children and families in your early childhood setting
or one in which you might work, and explain why you have
chosen this organization.Part IV: The Positive Impacts of
Promoting Access, Equity, and Change
In two pages, describe the significant and lasting impacts that
access and equity can have on children, families, communities,
and a global society.
Specifically, your response should include the following:
· An explanation of the benefits of advocating for access,
equity, and change on children’s healthy development and
learning.
· An explanation of how advocating for access and equity in
early childhood classrooms and programs can benefit children,
families, and communities, and provide a specific example.
· A recommendation for developmentally appropriate learning
5. experiences for the following, with an explanation of how these
recommendations reflect the principles of developmentally
appropriate practice.
1. Three families arrive an hour after preschool starts on a
regular basis
2. Dual-language learners, most of whom are less fluent in
English than they are in their primary languages
3. Three children in your classroom seem to be behind their
peers developmentally. After meeting with the families, you
discover that they live in poverty and some adult members of
the family do not have high school diplomas
CR003 Access, Equity, and Promoting Change: Apply strategies
to promote access, equity, and positive social change for young
children, families, and the early childhood field.
Madison Place Preschool Scenario
Madison Place Preschool is a subsidized urban pre-kindergarten
program. You are a new early childhood professional at this
center, serving as a preschool teacher. You have a classroom
with 17 children.
Some initial observations regarding Madison Place Preschool
include:
· Three families arrive an hour after preschool starts on a
regular basis. This appears to cause resentment among some of
the families who believe that tardiness is a sign of disrespect
and that the late children are setting bad examples for their own
children.
· Approximately 20% of the children in your classroom are
dual-language learners, most of whom are less fluent in English
than they are in their primary languages. You have overheard a
