Most Americans’ perceptions of the Middle East conflict come from the mass media.  Some media – especially large-circulation daily newspapers, network television and wire services – have correspondents based in Israel and continue to devote considerable attention to the Mideast.  This is not surprising considering the intensive U.S.involvement in the peace process, America’s substantial interests in the region, and the continuing strong ties between the U…

Early Childhood Question Corner For Educators | For Parents, Families, and Caregivers Media, such as television, movies, videos, games, apps and websites, can have a powerful influence on your child. Children are drawn to the sights, sounds and colors that appear on the television screen, computer monitor and apps on our phones. Media can provide exciting and unique learning opportunities. Learning from and about media works best when you and your child watch and learn together and talk about…

Early Childhood Question Corner For Educators | For Parents, Families, and Caregivers Young children can be blunt and direct as they notice and talk about the differences they notice among people. That can sometimes make their parent or caregiver feel uncomfortable, especially in public settings. Remember that young children’s initial observations about difference do not intend to be hurtful. Instead, it shows their developing curiosity and awareness of the diversity in the world in…

Early Childhood Question Corner For Educators | For Parents, Families, and Caregivers There is no need to wait until children ask questions about differences to begin conversations. However, these discussions will have the greatest impact when they follow from children’s interests, and when they are appropriate in length, frequency and content relative to children’s intellectual and emotional capacity. Louise Derman-Sparks (1989) writes that awareness of, and talking about,…

Early Childhood Question Corner For Educators | For Parents, Families, and Caregivers Many adults think that talking with children about our differences teaches prejudice. In Anti-Bias Curriculum, Louise Derman-Sparks (1989) debunks that myth and writes that talking about differences does not increase prejudice in children. Whether or not adults discuss differences with children, all children begin to notice differences among people as part of their natural development. It is the messages…

Early Childhood Question Corner For Educators | For Parents, Families, and Caregivers Although children are not born with prejudice, by early childhood they have already acquired stereotypes or negative attitudes toward those that they perceive as “others.” An article in The Buffalo News reports that about 85 percent of the brain develops between ages 3 and 5, and that impressions and ideas formed between ages 2 and 4 are lasting (Lessons in Respect, 2003). Researchers tracking the…

Early Childhood Question Corner For Educators | For Parents, Families, and Caregivers In Teacher they called me a ____!, Dr. Debra A. Byrnes defines prejudice as preconceived ideas about people “perceived as being different, due to race, religion, culture, gender, disabilities, appearance, language, sexual orientation, or social status” (1995, 3). She explains that a large body of research (Brown,1972; Byrnes & Kiger, 1992; Milner, 1975; Williams & Orland, 1976)…

Early Childhood Question Corner For Educators | For Parents, Families, and Caregivers Children’s outdoor play offers many opportunities to teach and reinforce anti-bias behavior. To get you started, incorporate some of the below tips excerpted from Bias-Free Foundations: Early Childhood Activities for Educators (2005, 28): Take advantage of these opportunities by helping children to learn skills such as taking turns, sharing toys and inviting new children to play. For example,…