If I were to start a family child care home there would be several elements from both the readings and the tour of Adriana's centre that I would incorporate. At the entrance to the centre I would have a space where children and parents could meet. The parents could have a cup of coffee while the children play. There would be space for notices and announcements from the centre and from the surrounding community. Families would also be welcome to add to this space with birth notices, vacation photos or significant events from their day-to-day life. This space would be sheltered from the elements and accessible when the centre is not open. It would be a gathering place for the community we are building with the families in our centre. "Comprehensive approaches that integrate families as valuable and indispensable partners in the learning community are part of early childhood education's professional vision and responsibility." (Derman-Sparks & Olsen Edwards, 2010, p 36), By having an area for families to gather and share news I am showing that our centre values their help and views, that we are working together to create a learning environment for their children.
As you enter the centre, there would be a quiet room much like the one in Adriana's facility. As she points out, many children and adults find it difficult to separate from each other. Having a space where these feelings can be expressed openly helps everyone to work through them. Children can sit with adults and cry or snuggle. There are distractions like pictures and songs on the walls. The lighting is low and comforting and the furniture is soft and welcoming. There is a rocking chair which many people associate with calm. I would have quiet music playing in the background to further enhance the calm feeling in the room. This space is important so that the children have a place they can go to when they are feeling overwhelmed or they need some quiet time.
The main area of my centre would include different play areas that would have a variety of materials for the children to explore. I would work hard to reflect all the children, their families, the staff and their families who are involved in the program. I would also include groups that are not represented by the people in my centre. I would make sure that these representations are balanced and non stereotypical. There would be pictures of the children in my centre playing with the various materials so that they can see themselves and their friends on the walls. I would have books and puzzles that support both our theme and the anti-bias goals of identity creation and caring connections between people who have differences. "What children do not see in the classroom teaches children as much as what they do see." (Derman-Sparks & Olsen Edwards, 2010, p 43). By including as many different groups as I can, children will learn to embrace differences instead of fearing them.
References
Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, D.C.; National Association for the Education of Young Children (NAEYC).
Laureate Educations, Inc. (2011). Strategies for working with diverse children: Welcome to an anti-bias learning community. Baltimore, MD: Author.
As you enter the centre, there would be a quiet room much like the one in Adriana's facility. As she points out, many children and adults find it difficult to separate from each other. Having a space where these feelings can be expressed openly helps everyone to work through them. Children can sit with adults and cry or snuggle. There are distractions like pictures and songs on the walls. The lighting is low and comforting and the furniture is soft and welcoming. There is a rocking chair which many people associate with calm. I would have quiet music playing in the background to further enhance the calm feeling in the room. This space is important so that the children have a place they can go to when they are feeling overwhelmed or they need some quiet time.
The main area of my centre would include different play areas that would have a variety of materials for the children to explore. I would work hard to reflect all the children, their families, the staff and their families who are involved in the program. I would also include groups that are not represented by the people in my centre. I would make sure that these representations are balanced and non stereotypical. There would be pictures of the children in my centre playing with the various materials so that they can see themselves and their friends on the walls. I would have books and puzzles that support both our theme and the anti-bias goals of identity creation and caring connections between people who have differences. "What children do not see in the classroom teaches children as much as what they do see." (Derman-Sparks & Olsen Edwards, 2010, p 43). By including as many different groups as I can, children will learn to embrace differences instead of fearing them.
References
Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, D.C.; National Association for the Education of Young Children (NAEYC).
Laureate Educations, Inc. (2011). Strategies for working with diverse children: Welcome to an anti-bias learning community. Baltimore, MD: Author.
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