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Strategies that promote an accurate and unbiased environment include the following: Using pictures of actual children and families rather than drawings. Making sure that photographs, displays, and materials depict at a minimum the ethnic groups represented in your class; also be sure that people of all ages are represented. Examining and removing any literature that […]

Social Identity Acquiring social identity includes learning about gender, ethnicity, and ability issues. Experts on multicultural and antibias education advise teachers to focus on values, interaction patterns, and equitable teaching practices, rather than curriculum activities that highlight superficial features like flags or potentially stereotypical images of different cultures, such as a sombrero or feathered headdress

Strategies for Promoting the Development of Personal Identity Activity Focus Sample Activities Mirrors Place mirrors strategically around the classroomvertically, horizontally, or diagonallyperhaps even on the ceiling. Provide hand mirrors and/or a magnifying mirror in the dramatic play area. Consider making or purchasing a pyramid-shaped structure that children can crawl inside with mirrors on the inside

Personal Identity Young children tend to describe themselves in concrete terms, according to what they look like, what they can do, or what they like or don’t like. They can’t typically provide a description with multiple, integrated or qualitative characteristics until middle childhood (Hendrick & Weissman, 2007). Therefore it makes sense to do activities with

Self-Concept and Socialization More From the Field Preschool director Heather Addy Crider talks about the importance of supporting a child’s independence and self-esteem. Critical Thinking Questions Why is it important for children to be able to choose their own activities and have some independent time? What other developmental benefits might be gained by allowing children

Teacher Practices and Interaction Patterns iStockphoto / Thinkstock Teachers use words and body language to show affection for and interest in individual children. In many ways, a teacher or caregiver’s behavior and interaction patterns are as important to children’s social and emotional development as any materials or activities in the classroom (California Department of Education,

The Social-Emotional Learning Environment Providing an environment that promotes healthy social and emotional development requires considering the social ecology of the classroom (van Hoorn, Nourot, Scales, & Alward, 2011), or how interaction patterns vary according to setting and type of activity. Think of social ecology from the perspective of Bronfenbrenner, as a network of individual

The Early Childhood Window iStockphoto / Thinkstock A secure relationship with important adults sets the stage for healthy social and emotional development. Brain research points to the importance of acquiring these learning-related skills during the early childhood period (Masten & Gewirtz, 2006). The field of early childhood education has long emphasized the need for social

Self-Regulation Self-regulation is the ability to make decisions to control impulses in varying situations. An increasing body of research confirms strong links between early and long-term academic success and a child’s ability to regulate her own behavior, work independently, control impulses, and follow directions (Duckworth, White, Matteucci, Shearer, & Gross, 2016; McClelland, Cameron, Wanless, &

  Early Learning Standards for Social and Emotional Development As described in Chapter 4, the social and emotional needs of young children vary by age, personality, and circumstances. Social psychologists, led by Erik Erikson (1950), consider it critically important that young children develop secure attachments and trusting relationships, a positive self-image and confidence, independence regulated