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Persona Dolls

Persona Dolls. A brief history… The persona doll method was developed in the USA… And then brought to Europe by: Babette Brown, London, UK Marianne Egedahl, Copenhagen, Denmark and Anke van Keulen, Utrecht, The Netherlands

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Persona Dolls

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  1. Persona Dolls Kinderwelten

  2. A brief history… The persona doll method was developed in the USA… And then brought to Europe by: Babette Brown, London, UK Marianne Egedahl, Copenhagen, Denmark and Anke van Keulen, Utrecht, The Netherlands …who adapted and further developed the approach for a western European context Kinderwelten

  3. What are Persona Dolls? Kinderwelten

  4. Persona Dolls are Dolls with a personality. • They have a name, a family, a history, things they like and don‘t like. They have a home and speak one or more languages, they have favorite food, and there are some foods they don‘t eat at all, they enjoy doing certain things, and at others they‘re not very good. Kinderwelten

  5. Persona Dolls represent the diversity in our world Kinderwelten

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  8. The Persona Dolls visit the children in the day-care centre or at school and invite the children to talk with them. Kinderwelten

  9. Persona Dolls- For which age group? Kinderwelten

  10. You can use the Persona Doll for working with school children, but also with children under 5 and as young as 1,5 to 2 years. Kinderwelten

  11. Anti-Bias Education Kinderwelten

  12. The Persona Dolls support the educator in addressing challenging issues: • anger, conflicts, sadness. • experiences with exclusion and discrimination, with injustice and name calling • The method supports anti-bias education Kinderwelten

  13. The anti-bias approach was developed in California, USA, by Louise Derman-Sparks and her colleagues. In the Kinderwelten Project it was adapted and developed further for the German context. Kinderwelten

  14. TheAnti-Bias-Approach… • encompasses Prejudices and Biases of every kind • addresses all children • takes into account each childs family culture and his/her concrete day-to-day life (in contrast to a „national“ culture) • is integrated into the every-day work in the day-care centre • can be differentiated from „colourblind“ and „touristic“ approaches to intercultural work. Kinderwelten

  15. Anti-Bias goal 1: Supporting the development of a confident and well-informed self- and group identity of each child Kinderwelten

  16. Identifying with the Persona Dolls • The Doll represents the diversity in the children‘s group • Information for the biography of the dolls: Families of the children, people outside of the family, books, internet etc. • It‘s important that the doll looks „real“, to support the childrens identfication with it. Kinderwelten

  17. Anti-Bias-Goal 2: Enabling experiences with diversity Kinderwelten

  18. Making diversity come alive • The dolls support meeting diverse family cultures. • Personal dolls support children to express their own feelings, to be empathetic with others and to meet people with respect who are different from themselves. Kinderwelten

  19. Making diversity come alive It‘s important to start with things the children (and the doll) have in common and then to move on to making differences an issue. Kinderwelten

  20. Anti-Bias-Goal 3: Supporting critical thinking about prejudices and discrimination Kinderwelten

  21. Persona Dolls can support children‘s understanding about fairness and unfairness. The teacher / educator can help the children to learn more words for feelings and emotions. Kinderwelten

  22. Anti-Bias-Goal 4: Encouraging and supporting children to resist prejudices and discrimination Kinderwelten

  23. The anti-bias approach combines respect for diversity and a decisive stance against discrimination and prejudices. Kinderwelten

  24. Children are encouraged to actively challenge, together with others, biases, discrimination and exclusion that target themselves and / or others. The didactic principle in this step is to address and make public. Kinderwelten

  25. Persona Dolls and their stories pick up on these goals, by • Reflecting the diversity of the children and their families, • Supporting an active encounter with a wide diversity of „life-stories“ , • supporting children to reflect on their own and others experiences and to engage them in reflecting on the effects of unfair attitudes and behaviour. Kinderwelten

  26. Supports children to be compassionate and respectful of the feelings of others and to engage themselves in helping and standing in for others and themselves, • Prompts children, to reflect on how they can protect themselves against and challenge unfair behaviour, • Supports children in developing problem solving skills. Kinderwelten

  27. Persona Doll Stories Kinderwelten

  28. The Persona Doll represents the children in the group and the stories represent experiences the children have made. • Persona Dolls do not only share „problematic“ stories with the children. Just like the children they experience happy, funny, sad and difficult situations. • And of course they tell of experiences the children might not have had so far, to help them broaden their horizon. Kinderwelten

  29. Resources for a Persona Doll story • A situation, that took place in the children‘s group • Issues, that the children might not talk about, but that play a role in their environment Kinderwelten

  30. Using the Persona Doll Kinderwelten

  31. The Persona Doll sits on the lap of the teacher/educator. From time to time the teacher bends down to the doll, to hear what the doll wants to say to the children. The teacher then tells the children using the third person, what she has heard, leads the conversation, invites the children to tell about themselves and lets them develop their thoughts. The doll does not speak. Kinderwelten

  32. Should the children be allowed to play with the Persona Doll? Kinderwelten

  33. Some teachers allow the children to play with the doll, others don‘t. This is left to each one personally. • It‘s important to remind the children, that the doll represents a person who has to be treated carefully and with respect. Kinderwelten

  34. How do the children benefit? • Acknowledging their uniqueness and special needs • Respecting and valuing their group identity • Expanding their knowledge of their own and other children‘s family culture • Experiences with empathy and solidarity • Protection against discrimination • Decisionmaking and responsibility in the face of unfair behaviour • Dialogue and negotiation skills • Development of a dialogue culture Kinderwelten

  35. Persona Dolls and language skills Kinderwelten

  36. Persona Dolls animate children and stimulate communication. As the stories of the dolls are close to what the children experience themselves, they easily develop an emotional access and are engaged in the exchange with the doll. At the same time children are challenged on a cognitive and linguistic level: they reflect about events in the past, imagine what they would do if they were in the same situation as the doll and try to find solutions for it. They experience: „I have something important to contribute.“ Kinderwelten

  37. Persona Doll Trainings Kinderwelten

  38. Persona Doll Trainings • Training sessions running over several months • Introduction into the Anti-Bias-Approach • Introduction to working with the Persona Doll method Kinderwelten

  39. Persona Doll Trainings The making of the Persona Doll Kinderwelten

  40. Persona Doll Trainings Practicing the handling and talking to children Kinderwelten

  41. Persona Doll Trainings Developing stories Kinderwelten

  42. Persona Doll Trainings Videotaping the Persona Doll in action Videotapes are the basis for peer consultation in the training sessions. The teachers analyze together strengths and weaknesses of the persona doll session. Kinderwelten

  43. Literatur • Enßlin, Ute/Henkys, Barbara: „Vielfalt ins Gespräch bringen mit Persona Dolls.“ In: „Kleine Kinder-keine Vorurteile?“ • Brown, Babette: „Combating Discrimination. Persona Dolls in Action. London: Trentham Books 2001 • Derman-Sparks, Louise & A.B.C. Task Force: Anti-Bias-Curriculum. Tools for empowering young children. Washington: NAEYC 1989. • Trisha, Whitney: „Kids like us: Using persona dolls in the classroom. Redleaf press, 1999. ISBN: 1-884834-65-5 Kinderwelten

  44. Literatur Videos: • „Citizenship for all“. Respect, rights, responsibilities (70 min) • Celebrating diversity. Inclusion in practice (69 min) • Persona Dolls in Action Source: 51 Granville Road, London N12 OJH, UK, Tel.: 020 8446 7056 E-Mail: personadoll@uk-gateway.net Website: www.kinderwelten.net www.persona-doll-training.org Kinderwelten

  45. The End Kinderwelten

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