# data[].attributes.body
By: Giles Andreae (author), Guy Parker-Rees (illustrator)

Published by Cartwheel Books (March 1, 2012)

This fun storybook introduces children to Gerald the giraffe, who wants to dance but doubts himself due to his differences and is discouraged by the other animals in the other jungle. With some inspiration from a friend and the realization that it's okay to dance to his own tune, Gerald finds that everyone can dance.

# data[].attributes.attachment_link.readable_text
The bestselling Giraffes Can't Dance is now a board book!

Giraffes Can't Dance is a touching tale of Gerald the giraffe, who wants nothing more than to dance. With crooked knees and thin legs, it's harder for a giraffe than you would think. Gerald is finally able to dance to his own tune when he gets some encouraging words from an unlikely friend.With light-footed rhymes and high-stepping illustrations, this tale is gentle inspiration for every child with dreams of greatness.

# data[].attributes.attachment_link.description
Giraffes Can't Dance (Board Book) [Andreae, Giles, Parker-Rees, Guy] on Amazon.com. *FREE* shipping on qualifying offers. Giraffes Can't Dance (Board Book)

# data[].attributes.body
By: Peter H. Reynolds

Published By: Scholastic (August 5, 2021)

Say Something introduces children to the concept of their words making an impact. The different ways that words can be powerful are detailed on the pages and this can relate to a discussion about speaking up for others and for unfairness.

# data[].attributes.attachment_link.readable_text
Thanks for the tremendous support of my work which includes books I have written and illustrated, (The Dot, Ish, Happy Dreamer, The Word Collector) as well as collaborations, (Someday with Alisan McGhee, the Judy Moody series with Megan McDonald, Going Places with my twin brother, Paul, and the I AM series with Susan Verde)

My children's media company, FableVision, located in Boston, is dedicated to crafting "stories that matter, stories that move." I also make creativity tools for the classroom - FableVision LeanMy twin brother, Paul, and I founded an independent bookshop in Dedham Square, MA called The Blue Bunny. www.bluebunnybooks.com

Much of my work is designed to inspire all of us to navigate our true potential - to be brave, original, inspirational, inspired, and active.

My hope is that my work will also inspire YOU to make YOUR mark - and see where it takes you.

Let's stay connected - follow me on twitter - @peterhreynolds : )

# data[].attributes.attachment_link.description
Say Something: 1 [Reynolds, Peter H.] on Amazon.com. *FREE* shipping on qualifying offers. Say Something: 1

# data[].attributes.body
By: Karl Newson (author), Kate Hindley (illustrator)

Published By: Candlewick Press (March 19, 2020)

This story addresses the ways that everyone is unique and also have things in common at the same time. Children will learn how our differences make the world a more interesting place. Fun rhyming and animal friends are incorporated in the book.

# data[].attributes.headline
Five Anti-Bias Strategies for Early Childhood Classrooms

# data[].attributes.subject
Five Anti-Bias Strategies for Early Childhood Classrooms

# data[].attributes.body
PBS provides educators with ways that they can begin introducing anti-bias education in their classrooms by first explaining the importance of this type of teaching practice. There are activities and learning opportunity ideas listed, along with specific materials that would be beneficial. Activities addressed include using role playing to address biased behaviors and conducting learning activities that help children celebrate their identities.

Gienapp, R. (2021, January 7). Five Anti-Bias Education Strategies for Early Childhood Classrooms. PBS SoCal. https://www.pbssocal.org/education/teachers/five-anti-bias-education-strategies-early-childhood-classrooms

‌

# data[].attributes.attachment_link.readable_text
Editor's note: The author of this article is also the author of a resource listed below.
Too often, educators only offer activities about bias and racism on particular days, such as Martin Luther King, Jr. Day. But anti-bias education is most effective when it's woven into everyday classroom experiences, rather than only taking place on special days. For children to internalize messages of affirmation, fairness and empowerment, anti-bias strategies need to be incorporated into all aspects of learning.

But how to begin? Few things interest young children as much as themselves! Anti-bias (and anti-racist) education works best when we start in our own classrooms. Although it might not seem like it at first glance, every group of children is at least a little bit diverse.

It's a good idea to design classroom experiences with diversity (race, gender, family structure, social class, language, religion and disability) in mind, especially the diversity represented by your particular students.

These strategies can help you begin anti-bias education, or go deeper into it, in your classroom.

1. Incorporate Diverse Books That Tell Stories About Children Experiencing Everyday Life

Guy W. Jones and Sally Moomaw, authors of " Lessons from Turtle Island: Native Curriculum in Early Childhood Classrooms," encourage educators to incorporate Native stories into existing preschool units such as homes, families and communities. This helps young children understand that Indigenous peoples are living in the present day - not just the past.

Jones and Moomaw stress this idea because most non-Native children are only aware of American Indians as peoples of the past. The principle of focusing on present-day life and ordinary experiences is important when talking about other groups of people as well.

Books that are explicitly about bias shouldn't be the only diverse books that children experience. Young children are especially interested in daily activities and topics such as food, play, families and work. One crucial anti-bias strategy is to provide many diverse books on these subjects.

For example, a unit on families might feature these books:

2. Create Activities That Allow Children to Share and Celebrate Their Identities

Providing art materials such as crayons and construction paper that can match many different skin tones helps children to feel seen.

Educator Katharine Johnson explores skin tones with her young students by reading Katie Kissinger's " All the Colors We Are/Todos Los Colores de Nuestra Piel: The Story of How We Get Our Skin Color/La Historia de Por Qué Tenemos Diferentes Colores de Piel," which helps children understand why we have many shades of skin. In circle time, Johnson provides a variety of paint chips in shades of brown, tan and peach. After the children help her find the chip that best matches her skin, she scatters the chips throughout the room. Children then help each other find the best match for their skin.

Teachers can also blend acrylic paints together to provide many different skin tone shades for self-portrait making. This lesson plan from Learning for Justice (formerly Teaching Tolerance) includes direction for both creating a self-portrait and having discussions about skin tones.

Another great idea comes from educator Rita Tenorio, who invites students to create "me pockets" by filling a clear, letter-sized plastic sleeve (the kind used for baseball cards) with photos, drawings and other things that help others get to know them. After everyone's me pockets are returned to the classroom, Tenorio creates a binder for them so children can look at them as if they were a book. As they look at them, children experience the cultural and linguistic diversity of their peers.

3. Prevent and Address Microaggressions with Role-Plays

Because children hear and absorb prejudices that are common in society, sometimes they will express them in the form of microaggressions. It's important to address these incidents promptly, but without shaming children. Scolding will lead to children hiding their behavior rather than unlearning biases.

Role-plays are one way to anticipate prejudicial comments that are likely to happen, as well as to respond after a microaggression has taken place.

Persona dolls (which the teacher introduces and gives a backstory to) can be used for role-plays about bias. The role-play can include lots of discussion, including what could be done differently or what a bystander could say. Since persona dolls can be expensive, it might be a good idea to ask if a parent from the class who can sew can make some. I have also printed out and laminated stock photos of children and created backstories for them as alternatives to persona dolls.

" Anti-Bias Education for Young Children and Ourselves " by Louise Derman-Sparks and Julie Olsen Edwards provides several examples of how to use persona dolls in roleplays. In one instance, a teacher introduced a doll named Lucia, who was upset because "when she drew a picture of her family - herself and her grandma - another child said to her, 'That can't be your family, 'cause there's no mommy and daddy in it!'" The teacher asked the children to name how Lucia might be feeling, and led them in a discussion about the many different forms families can take.

Role-plays with dolls or photo cards can also address incidents of bias after they happen. Before doing this, it's important to privately talk to the child who was the target of the microaggression about what happened and how they're feeling. Ask their permission before having a role-play with the class. During the roleplay, be sure to talk about feelings, as well as what other children could say if they witness a similar incident. The goal is not to shame children who have committed a microaggression, but to help all children understand why the comment was hurtful.

4. Explore the Stories of Social Justice Movements

As we talk with children about injustice, it's important to share stories of the people and movements who have worked to change these injustices. This lays a foundation for children to see that all of us, no matter our age, can find ways to speak up.

As teachers introduce children to brave leaders for justice, they can share what these people were like as kids through books. For example, " Preaching to the Chickens: The Story of Young John Lewis," written by Jabari Asim and illustrated by E.B. Lewis, describes how Congressman John Lewis learned about peacemaking and speaking up for the vulnerable as he cared for his chickens.

"Side by Side/Lado a Lado: The Story of Dolores Huerta and Cesar Chavez/La Historia de Dolores Huerta Y César Chávez," written by Monica Brown and illustrated by Joe Cepeda, shows how César Chávez and Dolores Huerta's childhoods inspired them to fight for farm workers.

Adults should also offer stories that counter the idea of a single person being the only force that changed injustices like segregation. Look for books and other materials that tell the stories of ordinary people who were part of movements for justice. " Boycott Blues: How Rosa Parks Inspired a Nation," written by Andrea Davis Pickney and illustrated by Brian Pinkney, talks about Rosa Parks and Martin Luther King's roles in the Birmingham bus boycott. However, the main focus of the story is the sacrifices of the ordinary citizens of Birmingham that made victory possible.

5. Provide Children with Opportunities to Speak Up About Bias

One of the best ways to teach children that they can challenge bias and injustice is to give them concrete opportunities to do this!

"Anti-Bias Education for Young Children and Ourselves" shares how educator Nancy Spangler provided such an opportunity to her class.

Spangler's 3 and 4-year-old class was a place where teachers and students worked hard to make everyone feel included. But one day when she pulled out a game, the teacher noticed that all the characters in the game were white.

She drew the children's attention to this and asked them if the cards "look like all the people you know?" The children said no, identifying many kinds of people who were missing from the card set.

Spangler helped the children draft a letter to the maker of the cards, where the children shared what they thought was wrong with cards. The children also used skin tone pens they already had in the classroom to recolor the existing cards so they would "look real."

More Anti-Bias Resources for Early Childhood Educators

# data[].attributes.attachment_link.title
Five Anti-Bias Education Strategies for Early Childhood Classrooms

# data[].attributes.attachment_link.description
Here are a few strategies and resources that can help you begin anti-bias education, or go deeper into it, in your classroom by incorporating messages of affirmation, fairness and empowerment into all aspects of learning.

# data[].attributes.body
This resource gives information about developmental milestones in building empathy skills that would be helpful for both families and educators. There are specific tips and resources provided that can be incorporated into classroom activities and home routines.

Parlakian, R. (2016, February 1). How to help your child develop empathy. Zero to Three. https://www.zerotothree.org/resource/how-to-help-your-child-develop-empathy/

‌

# data[].attributes.attachment_link.readable_text
Empathy is the ability to imagine how someone else is feeling in a particular situation and respond with care. This is a very complex skill to develop. Being able to empathize with another person means that a child:

Understands that he is a separate individual, his own person;

Understands that others can have different thoughts and feelings than he has;

Recognizes the common feelings that most people experience-happiness, surprise, anger, disappointment, sadness, etc.;

Is able to look at a particular situation (such as watching a peer saying good-bye to a parent at child care) and imagine how he-and therefore his friend-might feel in this moment; and

Can imagine what response might be appropriate or comforting in that particular situation-such as offering his friend a favorite toy or teddy bear to comfort her.

Milestones in Empathy

Understanding and showing empathy is the result of many social-emotional skills that are developing in the first years of life. Some especially important milestones include:

1. Establishing a secure, strong, loving relationship with you is one of the first milestones. Feeling accepted and understood by you helps your child learn how to accept and understand others as he grows.

2. Around 6 months old, babies start using social referencing. This is when a baby will look to a parent or other loved one to gauge his or her reaction to a person or situation. For example, a 7-month-old looks carefully at her father as he greets a visitor to their home to see if this new person is good and safe. The parent's response to the visitor influences how the baby responds. (This is why parents are encouraged to be upbeat and reassuring-not anxiously hover-when saying good-bye to children at child care. It sends the message that "this is a good place" and "you will be okay.") Social referencing, or being sensitive to a parent's reaction in new situations, helps the babies understand the world and the people around them.

3. Between 18 and 24 months old, toddlers will be developing a theory of mind. This is when a toddler first realizes that, just as he has his own thoughts, feelings and goals, others have their own thoughts and ideas, and these may be different from his.

4. Between 18 and 24 months, toddlers will start recognizing one's self in a mirror. This signals that a child has a firm understanding of himself as a separate person.

What You Can Do To Help Toddlers Develop Empathy

Empathize with your child. For example, "Are you feeling scared of that dog? He is a nice dog but he is barking really loud. That can be scary. I will hold you until he walks by."

Talk about others' feelings. For example, "Kayla is feeling sad because you took her toy car. Please give Kayla back her car and then you choose another one to play with."

Suggest how children can show empathy. For example, "Let's get Jason some ice for his boo-boo."

Read stories about feelings. Some suggestions include:

I Am Happy: A Touch and Feel Book of Feelings

My Many Colored Days by Dr. Seuss

How Are You Peeling by Saxton Freymann and Joost Elffers

Feelings by Aliki

The Feelings Book by Todd Parr

Baby Happy Baby Sad by Leslie Patricelli

Baby Faces by DK Publishing

When I Am/Cuando Estoy by Gladys Rosa-Mendoza

Be a role model. When you have strong, respectful relationships and interact with others in a kind and caring way, your child learns from your example.

Use "I" messages. This type of communication models the importance of self-awareness: I don't like it when you hit me. It hurts.

Validate your child's difficult emotions. Sometimes when our child is sad, angry, or disappointed, we rush to try and fix it right away, to make the feelings go away because we want to protect him from any pain. However, these feelings are part of life and ones that children need to learn to cope with. In fact, labeling and validating difficult feelings actually helps children learn to handle them: You are really mad that I turned off the TV. I understand. You love watching your animal show. It's okay to feel mad. When you are done being mad you can choose to help me make a yummy lunch or play in the kitchen while mommy makes our sandwiches. This type of approach also helps children learn to empathize with others who are experiencing difficult feelings.

Use pretend play. Talk with older toddlers about feelings and empathy as you play. For example, you might have your child's stuffed hippo say that he does not want to take turns with his friend, the stuffed pony. Then ask your child: How do you think pony feels? What should we tell this silly hippo?

Think through the use of "I'm sorry." We often insist that our toddlers say "I'm sorry" as a way for them to take responsibility for their actions. But many toddlers don't fully understand what these words mean. While it may feel "right" for them to say "I'm sorry", it doesn't necessarily help toddlers learn empathy. A more meaningful approach can be to help children focus on the other person's feelings: Chandra, look at Sierra-she's very sad. She's crying. She's rubbing her arm where you pushed her. Let's see if she is okay. This helps children make the connection between the action (shoving) and the reaction (a friend who is sad and crying).

Be patient. Developing empathy takes time. Your child probably won't be a perfectly empathetic being by age three. (There are some teenagers and even adults who haven't mastered this skill completely either!) In fact, a big and very normal part of being a toddler is focusing on me, mine, and I. Remember, empathy is a complex skill and will continue to develop across your child's life.

# data[].attributes.attachment_link.description
Try these practical tips to help toddlers develop empathy and understand that others have different thoughts and feelings than they do.

# data[].attributes.headline
Preparing Young Children for the Inclusion of Children with Disabilities in the Classroom

# data[].attributes.subject
Preparing Young Children for the Inclusion of Children with Disabilities in the Classroom

# data[].attributes.body
This NAEYC resource explains the importance of having inclusive classrooms and the benefits to all children. It includes specific steps to take to create a more inclusive and accessible environment, which is followed by resources that educators can use. A webinar on the topic is included in the resources.

Lohmann, M. (2019). Preparing young children for the inclusion of children with disabilities into the classroom. NAEYC. https://www.naeyc.org/resources/blog/preparing-young-children-inclusion

‌

# data[].attributes.attachment_link.title
Preparing Young Children for the Inclusion of Children with Disabilities into the Classroom

# data[].attributes.attachment_link.description
Here are some tips for making your classroom more inclusive and helping all students be successful!

# data[].attributes.headline
How to Help Children Understand Diverse Families

# data[].attributes.subject
How to Help Children Understand Diverse Families

# data[].attributes.body
This resource gives concrete examples of ways to have conversations of differences in families that are developmentally appropriate and can spark meaningful conversations. Families may find this resource very helpful when they are seeking ways to have these kinds of conversations at home or to know if it is something to address with their child. There are also books provided that can assist in the conversations about diversity and diverse families.

How to Help Children Understand Diverse Families. (2023). Bright Horizons. https://www.brighthorizons.com/resources/Article/How-to-Help-Children-Understand-Diverse-Families

‌

# data[].attributes.attachment_link.readable_text
Our world is incredibly diverse and families are no different, with varying configurations, beliefs, cultural norms, and personal practices. One of the most important gifts we can give our children is to help them feel good about the uniqueness of their family and help them learn to accept, respect, and include people whom they may identify and experience as "different."

Answering Questions about Diverse Family Structures

Families come in many different structures and sizes. Young children often have questions when they notice families that seem different from their own. This is a great opportunity to share your values about families, diversity, and inclusion with your child. Here are a few ideas to guide the conversation.

Keep it simple. Young children generally don't need or want long, complex answers. Something like, "Cody lives with his grandmother. His grandmother is his family," or "Malia has two mommies. They are her family," are sufficient. Preschool children are concrete thinkers and not ready for a philosophical discussion.

Celebrate diversity. Children's growing awareness of diverse family structures provides rich opportunities to celebrate family diversity and engage children in conversation about who is in THEIR family, who lives in THEIR house, and more importantly, who takes care of them. Point out the wonderful, interesting diversity of families, which might include families with only children, families with many siblings, blended families, foster families, LGBTQ families, multi-generational families, and many others. This diversity of families makes life richer.

Define what makes a family. Children tend to thrive when they come to understand there are varying family structures and that all families are wonderful, so long as the people in them love and care about each other. This repeated message helps children feel secure, even if their family configuration changes through death, separation, or other life events.

When children ask, "Can a family have two mommies?" one suggested response is: "Yes, some families may have two mommies, one mommy, no mommy, or even lots of mommies. And some families may have two daddies, one daddy, no daddy, or even lots of daddies. Some families also include grandparents, foster parents, aunts, and uncles. Other families have one child, no children, or many children. Any combination works. It's love that makes a family-just like in our family."

Children's Books about Diverse Families

Literature is a wonderful way to expose children to the world. By sharing books such as the ones listed below, you are communicating that diverse families and people are all acceptable. There may be different values and structures, but in the end...it's about family.

# data[].attributes.attachment_link.title
How to Help Children Understand Diverse Families

# data[].attributes.attachment_link.description
Our world is incredibly diverse and families are no different, with varying configurations, beliefs, cultural norms, and personal practices. One of the most important gifts we can give our children is to help them feel good about the uniqueness of their family and help them learn to accept, respect, and include people whom they may identify and experience as "different."

# data[].attributes.headline
How Do I Prevent Gender Bias in Young Children

# data[].attributes.subject
How Do I Prevent Gender Bias in Young Children

# data[].attributes.body
This article shares brief information regarding the development of gender identity to establish the importance of creating a gender equitable classroom environment for children. There are lists of concepts to present in the classroom, materials to provide, etc. This would be a good resource to spark the conversation around gender identity and bias with families as well.

How Can I Prevent Gender Bias in Young Children?. (n.d.). ADL. https://www.adl.org/resources/tools-and-strategies/how-can-i-prevent-gender-bias-young-children

‌

# data[].attributes.attachment_link.readable_text
The foundation for gender identity formation gets established during the preschool years (Derman-Sparks and Edwards, 2010, 91). By age three, although most children can identify themselves as boys or girls, they are still sorting out the concept of gender (Roberts and Hill, 2003). "The support they get or do not get in their preschool years lays the foundation for the rest of their gender identity formation," according to Louise Derman-Sparks and Julie Olsen Edwards (2010, 91).

Adults can take a variety of measures to create fair and gender-equitable environments for young children. They can:

Reflect on their own attitudes and behaviors.

Send only nonsexist, non-stereotyped messages (Miller, 2001).

Provide equal opportunity for girls and boys to speak (Derman-Sparks, Edwards, 2010, 98).

Avoid responding more quickly to children of one gender than another (Miller, 2002).

Discuss gender issues by involving children in helping to solve gender-related problems that may arise (Miller, 2002).

Use gender-neutral language (Choose plural pronouns, such as "they" and "them," instead of masculine pronouns such as "he" and "him" and words such as firefighter, flight attendant, garbage collector, and humankind can easily be used to replace the use of "man" as a generic noun or ending.)

Change traditional children's music, rhymes, and finger plays so that they include characters of both genders. For example, alternate male and female names: In Mary had a Little Lamb, use "Jimmy" instead of "Mary." Interchange parental roles: In Five Little Monkeys, interchange "Mama" and "Papa." Make verses gender neutral: In The Wheels on the Bus, use "parents" instead of "mommies;" in Where Is Thumbkin? use "Friend" instead of "Sir;" in Old MacDonald Had a Farm, use "The MacDonalds" instead of "Old MacDonald" and "they" instead of "he."

(Bias-Free Foundations: Early Childhood Guidebook & Activities for Educators, 2001, 8)

Ensure the environment reflects diversity in gender roles and encourages opportunities for everyone by including:

Alternatives to the pretend kitchen such as a workbench, home office, store, office, hospital, etc.

Gender neutral career puzzles that include images of men and women in non-stereotypical roles such as: girls and women depicted as physical and strong, in leadership roles and having occupations in fields such as sports, science, mechanics, etc. and boys and men showing emotions other than anger, participating in domestic tasks, providing care for families, and having occupations in fields such as dance, nursing, cooking, etc.

Diverse family styles and composition

Children's books that reflect diverse gender roles

(Bias-Free Foundations: Early Childhood Guidebook & Activities for Educators, 2001, 7, 11)

Help children gain comfort with a broader range of activities, regardless of their gender.

Observe the ways children's choices seem influenced by gender lines varying groupings during free play/choice time.

Establish non-sexist routines and experiences by ensuring that all children have equal responsibility in assigned jobs (Derman-Sparks, Edwards, 2010, 97).

Help children develop skills for thinking critically and taking action.

Have them explore their ideas about gender identity and think about what is or is not "fair with respect to gender.

Teach them ways to address hurtful gender put-down.

Honor children when they stand up for themselves or others in the face of gender bias. (Derman-Sparks, Edwards, 2010, 99)

Although gender role norms have broadened over time, attentiveness to the equity and diversity in gender identity can help create a solid and positive foundation for children's future identity development.

# data[].attributes.attachment_link.title
How Can I Prevent Gender Bias in Young Children?

# data[].attributes.attachment_link.description
The foundation for gender identity formation gets established during the preschool years (Derman-Sparks and Edwards, 2010, 91). By age three, although most children can identify themselves as boys or girls, they are still sorting out the concept of gender (Roberts and Hill, 2003).

# data[].attributes.body
Resilient Winona County is a local organization that strives to help prevent and heal trauma through education, advocacy, and outreach. There are a wide range of community members that take part in Resilient Winona by giving presentations, advocating for policies that support those who have experienced trauma, and much more. This group provides a variety of events and resources for the community.

# data[].attributes.attachment_link.description
Resilient Winona County is a collaborative coalition of more than 40 organizations and 200 individuals working to build a resilient, trauma-informed community. The group’s work is focused on healing and addressing the causes of individual and community trauma through education, advocacy, and elevating voices.