Hello Resna,This looks like a good resource: 'Anti-Bias Education for Young Children & Ourselves' https://www.naeyc.org/resources/pubs/books/anti-bias-education
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Some more the ways that I've implemented ABE or seen it implemented in my school include:
-Conversations: highlighting similarities and differences in everyday conversation with children and normalizing that differences are great. "Oh, Zeev takes baths at home, and River takes showers. You both get clean in different ways. Neat!" The book "Same Same But Different" has been a big hit at my school this year and the kids will often use the title refrain in conversation! (Goal 2)
-Creative projects that prompt children to explore their skin color, hair, eyes, etc-- including various kinds of self-portraits, mixing paint to make skin color matches, outlining bodies, etc. (Goal 1)
-Inviting home culture/family culture into the classroom: for example, last year I worked with families to learn a (very) short song in each of their home languages, and then we would sing it most days and each child could decide which language they wanted me to sing it in. They get to hide when it is their turn so it's a game-song. (Goal 1 & 2)
-Persona dolls: I've used persona dolls in addition to puppets to explore a wide range of issues including biases based on social identities without putting any individual children on the spot. Children develop an empathetic relationship with the doll and offer advice, helping to solve the problems. (Goal 2, 3 & 4)
-Books: We overhauled our school library, replacing books that contain harmful stereotypes and seeking diversity and balance across the collection in who is represented and humanized as main characters. I also pause frequently to notice stereotypes in books and in general. (Goal 1, 2, 3)
-Storytelling: Even with deliberate attempts to diversity the library, there are not enough quality books written about very family structures, characters of different races and ethnicities, class backgrounds, etc., in order to have a truly diverse and balanced collection. Storytelling is a great tool because I am in total control of all the elements of the story, and can present Goldilocks with two papa bears, for example. (Goals 1 & 2, sometimes 3 & 4 depending on the story)
-Intervening: always intervening in moments of teasing, exclusion, and stereotypical statements-- starting with inquiry stance and asking questions. The chapter on Clarifying Conversations & Brave Conversations in the new ABE edition have been very helpful. (Goals 3 & 4)
-Games and discussions about what is fair vs unfair, and what can be done about it. My students love the "Stereotype or Fact?" game that is described in the ABE book. (Goals 3 & 4)
-Modeling, sharing stories from my life, asking for advice (Goals 1-4)-Circle time activities that allow children to share things about them including their social identities, family structures, etc. One project I like to do at the beginning of the year is singing a modification of an old sesame st song that is also a book: "We all sing with our own voice, and we sing in harmony!" and re-writing the song with lists of what's true about the people in our circle and school community (the song/book includes hair color, eye color, family structure, form of shelter, bedtime rituals, emotions, and likes; I added skin color, what you like to wear, identities, languages, and other schools or communities you're a part of). Last year we ended up making our own version of the book as well as singing the song. (Goals 1 &2)
What I'd like to do more of but haven't been able to do a lot of yet is help facilitate more child-led community action projects, where we notice something unfair and set about addressing it collectively. (Goal 4)Best,Encian