SCRIPP Master Class Silence is a Powerful Statement

1. SCRIPP Master ClassSilence is a Powerful Statement Camille Catlett Frank Porter Graham Child Development Institute camille.catlett@unc.edu Wednesday, February 6, 2013 4:00 – 6:00 PM

2. Please be generous Sharing your examples and experiences, as experienced professional development providers, will benefit us all.

3. What is your earliest memory of realizing that some people were different from you and/or your family? (Differences of economics, religion, racial identity, language, ability?)

4. Children’s Awareness of Human Differences www.adoptionstogether.org

5. Toddlers can correctly place photos of themselves in their correct racial/ethnic group • Toddlers begin to ask questions about differences • Toddlers begin to imitate others “Just like Mommy or Daddy” During the first two years Infants find skin color interesting Infants recognize familiar faces www.creative tots.com

6. Two year olds… Classify people by gender Can tell the difference between black and white May begin to use social labels: “I’m a girl”

7. Three and Four year old children… http://www.youtube.com/watch?v=MFn81_HAvWg Ask “why” Become aware negative stereotypes and feelings about people including themselves May show discomfort with or fear of someone who is different in some way “Boys can’t be princesses!” “You can’t have two mommies” From ABC’S What Would You Do? “You can’t be a Princess!”

8. Three and Four year old children… May tease or refuse to play with someone who is different Begin to seek labels for racial/ethnic identity Do not have gender or ethnic constancy Mask fear of differences with avoidance or silliness “You cut your hair. Now you got boy hair” “That’s a boy’s toy” “When I get big I am going to have skin like you.”

9. Five and six year old children…. Develop a core sense of racial identity. Negative societal biases can undermine their self-esteem. Can identify stereotypes Show aggression through insults and name-calling www.scholastic.com

10. Five and six year old children…. • Develop their own conclusions about differences if not guided by adults • Describe both poverty and wealth in concrete terms – the number of possessions “She can’t be my friend; she has ugly clothes” “ I got the most toys” What messages do children receive about newly bought things? “Wow! Look at your shiny new shoes.”

11. Seven to nine year old children… • Beliefs about differences remain constant and solidified unless the child experiences a life changing event www.avianocenter.com Continue to develop and elaborate on their ideas of differences Begin to identify with groups and are interested in learning about these groups Want and need accurate information

12. Young children . . . pages 12-15 are curious about their own and others’ physical and cultural characteristics begin to construct a personal sense of self and multiple social identities learn about their own and others’ social identities through both overt and covert messages are learning about who is and who isn’t important try to make sense of all that they see and hear Develop pre-prejudice as they absorb negative attitudes, misinformation, and stereotypes about various aspects of human diversity

13. You Can Make A Difference An effective teacher can have a stronger influence on student achievement than poverty, language background, class size, and minority status 11

14. Here’s the dilemma One child in a classroom can’t have the same types of foods because of religious beliefs. The children are curious about why. What would you tell them?

15. One approach

16. Anti-bias Education for Young Children and Ourselves

17. What does the book say about. . How to respect and honor different religious traditions or practices? Fostering the inclusion of young children with disabilities? Creating early childhood environments that support young children who are culturally and linguistically diverse? Collaborating effectively with family members who are diverse?

18. How could you incorporate this resource in the work you do?

19. Four Strategies INTERRUPT Speak up against every biased remark – every time, in the moment, without exception. Try saying “I don’t like words like that.” Or “that phrase is hurtful.” QUESTION Ask simple questions in response to hateful remarks to find out why the speaker made the offensive comment. Try asking “Why do you say that?” “What do you mean?” Or “Tell me more.” EDUCATE Explain why a term or phrase is offensive. Encourage the person to choose a different expression. Try saying “Do you know the history of that word?” ECHO If someone else speaks up against hate, thank him or her and reiterate the anti-bias message. Try saying “Thanks for speaking up. I agree that word is offensive and we shouldn’t use it.”

20. Speak Up

21. Speak Up At School video vignettes http://www.tolerance.org/supplement/how-implement-speak-school

22. What Would You Do? http://www.youtube.com/watch?v=MFn81_HAvWg

23. Anti-bias Teachable Moments

24. http://build.fpg.unc.edu

25. SCRIPT-NC Landing Pads SCRIPT-NC Supporting Change and Reform in Preservice Teaching in North Carolina

26. http://scriptnc.fpg.unc.edu/ SCRIPT-NC Supporting Change and Reform in Preservice Teaching in North Carolina