Fluent Essays

below Learning Environment Reflection JournalTop of Form Top of Form Journal Prompt - Option 1   Scenario As a program director in a suburb of a metropolitan city, you have observed your early childhood education program become increasingly diverse over the past six months. To ensure you and your staff engage in reflective, responsive, and intentional practices, you decide to evaluate your early childhood education environment using an environmental rating system. As the program director, your overall goal is to take inventory of the multicultural and anti-bias education materials and processes represented in each setting.     Instructions For this journal – option 1, you will document your reflection of your evaluation of a learning environment.   Please note: You will need to visit an early childhood setting such as childcare, preschool, Head Start, family childcare, or other children’s group environment for this assignment. If a visit is not possible, please complete the journal - option 2.   Part One - Evaluate an Environment · Select one group to evaluate using the provided checklist for the evaluation of anti-bias and multiculturalism learning environments. EEC4015_Mod04_Evaluation Checklist_Option 1.docx · The group could include a classroom, an age group, etc., in an early childhood education environment, including a childcare center, preschool, family childcare, and personal home care.   Part Two – Checklist Reflection Journal Write a reflection journal entry on the findings from the checklist that: · Summarizes your findings from all eight categories: · General environment · Library/writing · Cooking · Dramatic play · Blocks · Music and movement · Social studies · Overall programming · Identifies four strengths of the environment for anti-bias and multicultural learning. · Recommends four ways for creating an anti-bias and multicultural learning environment. · Uses professional language and tone with correct spelling, grammar, and punctuation in the 400-500-word reflection journal. Please check the Course Calendar for specific due dates. LLS Resources Writing Guide https://guides.rasmussen.edu/writing Bottom of Form 2. Top of Form Journal Prompt - Option 2   Scenario As a program director in a suburb of a metropolitan city, you have observed your early childhood education program become increasingly diverse over the past six months. To ensure you and your staff engage in reflective, responsive, and intentional practices, you decide to create one exemplary learning environment that will be the standard for anti-bias and multicultural learning in the program.    Instructions For this journal – option 2, you will document your plan for the exemplary anti-bias and multicultural learning environment using the provided checklist for the evaluation of anti-bias and multiculturalism learning environments. EEC4015_Mod04_Evaluation Checklist_Option 2.docx Write a reflection journal entry on your learning environment plan that:  · Illustrates how each of the eight categories below will provide an exemplary anti-bias and multicultural learning environment for children in your program. · General environment · Library/writing · Cooking · Dramatic play · Blocks · Music and movement · Social studies · Overall programming · Provides at least two examples for each of the eight categories including materials, teacher interactions, family engagement, and images/photos. · Summarizes how this exemplary anti-bias, multicultural learning environment will be used as the standard in the program for training and future improvements to other classrooms.  · Uses professional language and tone with correct spelling, grammar, and punctuation in the reflection journal. Bottom of Form Setting Evaluation for Anti-bias and Multiculturalism Evaluate an early childhood education environment (childcare, preschool, family childcare, personal home) for multiculturalism and anti-bias.  E= Evident I= In-Progress General Environment E I Comments/Observation Is the learning environment hospitable? Are there touches of softness for example, rugs and pillows in book area? Are all of the work areas clearly defined so children can clearly make choices? What is hanging on the walls? Does art work all look alike or, is the artwork done by the child. What type of pictures are hanging from the walls? Are there real pictures of families and children? Does it represent diverse communities? Library/Writing Books that represent all types of family structures Story books in different languages Books without stereotypes or bias toward cultures, gender, or race Puppets, props, games in different languages Different mediums to use to communicate Cooking Cooking activities encourage children to experiment with foods that they are not familiar with Cooking activities allow children to explore and connect between cultural heritage and the preparation in cooking and eating Variety of kitchen props to cook by different methods Area is labeled in many different languages and pictures Dramatic Play Range of clothing representing different genders, cultures, careers, etc. Non stereotypical pictures on the walls and props in the dramatic play area Dolls available vary in skin tones with a broad variety of racial groups Anatomically correct dolls provided Variety of written materials in different languages (menus, fruit, vegetables) Blocks Block area provides a variety of cultural groups and families configurations and international shapes Block toys are not stereotypical with regards to gender roles Range of different textures and sizes Area is labeled in many different languages and with pictures Music and Movement A variety of musical instruments available Age appropriate and culturally relevant music provided Finger plays, songs and games come from a range of various cultural group in the classroom Variety of materials to express movement through music provided Children are encouraged to create music and props for use in the classroom Area is labeled in many different languages and pictures Social Studies Children engage with materials and books that help them learn acceptance of differences with lifestyles unfamiliar to them Books and props from many racial groups and family structures Items gender neutral Area is labeled in many different languages and pictures International picture books available Overall Programming Are there policies in place to reflect the diverse communities and gender diversity in the U.S. society? Is the curriculum intentional in preventing bias and honoring diverse families? Children are offered a variety of ways of demonstrating learning through assessment Parent involvement engages families from diverse ethnic and cultural groups in events, activities, and planning Materials are evaluated for biases and multiculturalism Other (to note other things from your evaluation) Setting Evaluation for Anti-bias and Multiculturalism Evaluate an early childhood education environment (childcare, preschool, family childcare, personal home) for multiculturalism and anti-bias.  E= Evident I= In-Progress General Environment E I Comments/Observation Is the learning environment hospitable? Are there touches of softness for example, rugs and pillows in book area? Are all of the work areas clearly defined so children can clearly make choices? What is hanging on the walls? Does art work all look alike or, is the artwork done by the child. What type of pictures are hanging from the walls? Are there real pictures of families and children? Does it represent diverse communities? Library/Writing Books that represent all types of family structures Story books in different languages Books without stereotypes or bias toward cultures, gender, or race Puppets, props, games in different languages Different mediums to use to communicate Cooking Cooking activities encourage children to experiment with foods that they are not familiar with Cooking activities allow children to explore and connect between cultural heritage and the preparation in cooking and eating Variety of kitchen props to cook by different methods Area is labeled in many different languages and pictures Dramatic Play Range of clothing representing different genders, cultures, careers, etc. Non stereotypical pictures on the walls and props in the dramatic play area Dolls available vary in skin tones with a broad variety of racial groups Anatomically correct dolls provided Variety of written materials in different languages (menus, fruit, vegetables) Blocks Block area provides a variety of cultural groups and families configurations and international shapes Block toys are not stereotypical with regards to gender roles Range of different textures and sizes Area is labeled in many different languages and with pictures Music and Movement A variety of musical instruments available Age appropriate and culturally relevant music provided Finger plays, songs and games come from a range of various cultural group in the classroom Variety of materials to express movement through music provided Children are encouraged to create music and props for use in the classroom Area is labeled in many different languages and pictures Social Studies Children engage with materials and books that help them learn acceptance of differences with lifestyles unfamiliar to them Books and props from many racial groups and family structures Items gender neutral Area is labeled in many different languages and pictures International picture books available Overall Programming Are there policies in place to reflect the diverse communities and gender diversity in the U.S. society? Is the curriculum intentional in preventing bias and honoring diverse families? Children are offered a variety of ways of demonstrating learning through assessment Parent involvement engages families from diverse ethnic and cultural groups in events, activities, and planning Materials are evaluated for biases and multiculturalism Other (to note other things from your evaluation)