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July 2 (Social Responsibility: Recycling  1)

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July 2 (Social Responsibility: Recycling  1)

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Our center has a play-based philosophy and goes outdoors every day. Kids have snacks and lunch outside and bring the garbage back home. They are curious about where the garbage goes, so my mentor and I decided to set up a provocation about recycling.

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July 4 (Social Responsibility: Recycling  2)

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July 4 (Social Responsibility: Recycling  2)

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Io and Luca helped laminating the recycling cards.

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July 4(Social Responsibility: Recycling  3)

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July 4(Social Responsibility: Recycling  3)

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Gabriel played with the recycling cards.

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July 8(Social Responsibility: Recycling  4)

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July 8(Social Responsibility: Recycling  4)

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Gabriel revisited and took a video of the recycling cards.

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July 9(Social Responsibility: Recycling  5)

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July 9(Social Responsibility: Recycling  5)

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Luca played with the recycling cards.

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Every day, after the kids put on sunscreen and ready their backpacks, they wait in the hallway for the day trip. I caught the moment they looked for themselves on the photo wall. That was when they realized how different they were regarding skin, eyes, hair, etc. I started an art provocation focusing on diversity.

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I printed posters on the topic of diversity and printables featuring boys and girls with different hair and skin colors. I also provided the recycled toilet paper rolls.

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Francis and I had a funny conversation.

I: What color is the boy's hair?

Francis: Black.

I: Then what color is your hair?

Francis: Err, black.

I laughed and laughed; I love this cute little boy. Then, I walked him to the bathroom and asked him to hold the picture. He was excited to see himself and the image of the boy in the mirror. Now, he saw the difference.

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The kids enjoyed the art program. They drew, colored, decorated, and painted. I noticed that they didn't follow the instructions. Instead, they explored and created in their way. They talked about Zara's hair, which looked like one of the girls. In addition to this, they focused on their work and talked very little. I was glad to see their interest in the art project.

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Our center welcomed a new friend, Ellis. He is a little, shy boy who plays on his own and fits into the group pretty well. I intentionally ask him silly questions like, "What's my name? Am I Charlie? Am I Lucy? Am I Gabriel? " He always smiles and replies, "No." He never says my name, even after I ask a child to tell him. I took photos of him playing with the water. Later, I decided to post his pictures on the wall to make him feel welcome and part of the group.

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Our center has photos of all the kids on the wall. Ellis is the new friend. I often observed him, took his pictures, printed, and posted them. These pictures showed moments of his playing alone and working with other kids. I invited him and the other kids to look into the photos in detail.

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How can we incorporate diverse materials and activities that reflect the children's identities and experiences?

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We could start by gathering materials that represent different cultures, like dolls, art supplies, or books.

Maybe even invite different families to teach, or share their stories during the circle time.