Running head: anti-bias curriculum

Anti-Bias Curriculum
Ruth Camberos Velez
ELAC/PO
Professor: Dr. Shey Quinton

anti-bias curriculum
Abstract
Anti-Bias Curriculum is a curriculum that is going to accommodate the differences we have in a
classroom setting. We have to identify the differences and have the knowledge to accept
differences without discriminating or being bias. It is necessary for us as educators to be able to
identify when we are being bias or when something in our classroom setting is bias. We have to
acknowledge all the students no matter where they come from, how they look or dress or what
skin color they are. The setting in a classroom should be universal without stereotyping or
individualizing because of any reason.

anti-bias curriculum
Anti-Bias Curriculum
Bias is a small word that has a huge meaning. Bias can be anywhere and in anyway. We
have to stop discriminating and being bias, just because someone is different that does not mean
its bad or can be bad. We are all different and that does not mean some are better than others.
Its just that we are not the same and we are all good in our own particular way. We can find bias
in a simple word or a simple setting. Bias is everywhere and everyone has been bias in their life.
I recently was being bias by saying that a child was being bossy, I did not mean to be bias and I
did not think I was until my Professor pointed it out. It is our role as teachers to create an antibias curriculum in our classrooms settings.
When children enter our classrooms they think the block area is only for boys and we
have to let them know that its okay for girls to use blocks, cars, and everything that is placed in
that area. Girls think that the dramatic play area is only for girls and we have to explain to them
that there are boys that cook too. They are nurses that are boys too. In all the areas most
children have the mentality that boys and girls have to be separated. We have to change that. We
have to teach them that boys can cook, create, get dressed, pretend to be anything they want
during dramatic play. Girls also can be anything they want construction workers, doctors,
firefighters, police, football players, etc.
We all have to make sure that its ok for a four-year-old boy to wear a dress and at the
same time it is OK for a four-year-old girl to play football. There is nothing wrong with children
wanting to explore other areas and when that happens we have to be ready for the bias reaction
of others and take advantage of that moment to teach children about personal comfort and
decisions without being judged by any one because we are all individuals that deserve respect.
We have to make sure children understand that we all think and act different. Children need to

anti-bias curriculum
go further than just teaching them their ABCs or 123s. Children needs are the social emotional
behaviors they have towards others and themselves. Sometimes children refrain from doing
things they want to do because at home they are not allowed too. Most of our children never
touch mad and when we expose them to it they say no because my mom does not like it.
We can judge how parents teach at home because they have different rules and different
cultures this is the way I explain this in our discussion from June 6 The way parents teach at
home is just different like anything else we all do at home. The way they teach at home is not
less important than the way we teach at school its just different and its ok. It is good to talk to
the parents and ask how they teach at home because this may be useful at school. Children feel
very important when teachers are showing them the way they know things and also teaching
them new ways to do certain things. This strategy just adds more knowledge to our children and
expands their learning.
At the moment of arranging the classroom setting we have to make sure we have enough
materials for each child in the class. Also avoid stereotyping by genders. Make sure to let all
children know that the material in the class are for everyone to use them it does not matter if they
are boys or girls. Create an equal and fair environment that invite all children to play and create
during free play. Have conversations with every child in the classroom. Promote the interaction
with peers, show children respect, use our guidance to teach them that bias is not allowed in our
classroom. Children deserve to know and understand that we are all the same and different at the
same time. We are all the same meaning that no one is better than someone else and different
because we all come from different cultures. We have the responsibility to show them that we all
have our own perspectives and goals. We also need to make sure to listen to what children have
to say about them and others.

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It is our goal as educators to learn where its coming from every child in our classroom to
better understand their needs. Talk to parents and have an open communication with them as well
as speaking with them in their home language will give them confidence to open their heart to us.
Ensure parents that their children will be safe and good taking care off while in school. If we are
familiar with the family and their needs it will be more easy for us to understand the child and
meet his/her needs. Sometimes parents avoid talking to teachers because the language barrier or
any other valid reason they have. It is our call to talk to them and give them the confidence,
guidance and resources to feel comfortable in the classroom and talking with their childs teacher
or with anyone else.
During this class I learned many things. I learned I was being bias without knowing it. I
learned how to reflect on my words before talking that way I will avoid being bias. I learned how
to analyze a book or a song and make sure am not putting anyone down. I learned how to
recognize or catch myself before saying or doing something that may offend anyone. Thank you
professor Quinton for everything you taught us during this semester.

anti-bias curriculum
References
Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and
ourselves. Washington, DC: National Association for the Education of Young Children.
Igoa, C. (1995). The inner world of the immigrant child. New York: St. Martin's Press.
Pelo, A. (2008). Rethinking early childhood education. Milwaukee, WI: Rethinking Schools.
.