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Local Resources that assist young children & their families. 

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Local Resources that assist young children & their families. 

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Florida Department of Children and Families - https://www.myflfamilies.com/

-This is the state of Florida's agency that not only handles all regulations regarding children's welfare, they provide children and families with many different services such as finding daycare, assistance with domestic abuse, drug addiction, financial assistance, medical assistance, refugee services, etc.

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The Florida Department of Children and Families is committed to the well-being of children and their families. Our responsibilities encompass a wide-range of services, including - among other things - assistance to families working to stay safely together or be reunited, foster care, youth and young adults transitioning from foster care to independence, adoption.

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Gender Bias (Activities or Resources for information on biases regarding gender).

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Gender Bias (Activities or Resources for information on biases regarding gender).

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1) Tate and the Pink Coat: Exploring Gender and Enacting Anti-Bias Principles, by Janice Kroeger, Abigail E. Recker, and Alexandra C. Gunn, Young Children, March 2019, vol. 74 (n.4). - https://www.naeyc.org/resources/pubs/yc/mar2019/exploring-gender-enacting-anti-bias

-This lengthy yet highly informative article really dives deep into the idea of supporting gender diversity or gender inclusivity in the classroom and why it is important in early childhood learning environments. It also provides an extensive list of books that support gender exploration, such as Bat Boy & His Violin by Gavin Curtis, and Annie's Plaid Shirt by Stacy B. Davids.

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Mittens and boots fly as 3-year-olds bundle up to adventure out into the winter snow. Tate, ready to go in the middle of the line, stands with no coat and bare arms. When Ms. Tiana, one of his teachers, approaches, Tate quietly shares that he did not have a coat he could wear to school that morning. She assures him that there are plenty of extra coats he can choose from for the day.

"Wow, this looks beautiful, and it's so fuzzy!" Tate says. He glows as he shows off the bright pink coat he's found in the box of extra outdoor clothing. It is a puffy coat complete with a faux fur leopard lining.

"No, no, that's a girl coat; I'm sure we have another you can use," Ms. Diane, another teacher, says. As she digs back into the box, Tate's face fills with embarrassment and shame. The only "boy" coat in the collection is dark blue and several sizes too small. When Tate tries it on, his discomfort is evident. "This one's too tight," he says. Seeing this interaction, Ms. Tiana steps in and assures Tate that he is welcome to wear any coat he chooses, including the pink one. Tate smiles, snatches up the pink coat, and hops back into line with his friends.

The example above demonstrates Ms. Tiana working to create a gender-inclusive space for Tate as he selects the jacket he prefers. Gender-inclusive spaces allow children to easily move between roles or materials commonly regarded as male or female without any gendered expectations or barriers. For nearly thirty years, proponents of anti-bias education have reminded us that "it is not human differences that undermine children's development but rather unfair, hurtful treatment based upon those differences" (Derman-Sparks & Edwards 2010, 3). Children's emotional safety may be compromised when adults or peers express disapproval of young children for supposedly incorrect gender expressions (Chrisman & Couchenour 2003). In this article, we argue that by working to create inclusive classroom environments and thus modeling acceptance of gender exploration in the early childhood classroom, we allow children the freedom to be their most authentic selves, regardless of how they come to identify themselves as adults.

Gender-inclusive classrooms promote an anti-bias atmosphere in which all children can explore and grow. Creating a space that promotes equity, safety, and respect for all members of a classroom community is a hallmark of good teaching and school leadership (Derman-Sparks & Edwards 2010; Mosso-Taylor 2016; Kroeger & Regula 2017). However, from early childhood through high school, children who do not conform to traditional gender roles and forms of expression are likely to be harassed, bullied, or physically assaulted-and all too often, teachers and administrators ignore these instances of harassment (Kosciw et al. 2012).

Youth who do not conform to traditional ideas about gender are less likely to finish high school or college, are overrepresented among homeless youth, and are more likely to have mental health concerns than their gender-conforming peers (Choi et al. 2015). Given these challenging social problems, we believe it is never too early to positively support young children's gender exploration and expression. Even in the most innocent-seeming moments, such as Tate's selection of a pink coat, our words and actions may affect children's emotional, social, and identity development.

We believe it is never too early to positively support young children's gender exploration.

For many years, anti-bias practices related to gender have tended to emphasize promoting a non-sexist atmosphere (Derman-Sparks & ABC Task Force 1989; Derman-Sparks & Edwards 2010; Campbell, Smith, & Alexander 2016). As Tate's story makes clear, however, combating sexism is only one small part of creating a gender-inclusive classroom. This article advances conversations about gender diversity and anti-bias education. It supports children and teachers in challenging gender-related bias, examining its personal consequences, and countering the "negative effects of bias on children, themselves, and their communities" (Gunn 2003, 132).

In this article, we use Tate's choice of the pink coat to discuss the practical underpinnings of gender and anti-bias decision-making in the classroom. We hope that after reading this article, teachers will be better equipped to work through their own biases before responding to young children who are exploring gender in nontraditional ways. Additionally, we hope to help teachers reflect on how seemingly minor things, such as a collection of pink dress-up clothes or a block area adorned mostly with dinosaurs and trucks, might feel like barriers for children who wish to play outside of stereotypical gender roles.

Gender-inclusive classrooms promote an anti-bias atmosphere in which all children can explore and grow.

Considering how to engage with children in more supportive and inclusive ways can start with learning gender concepts, intentionally reworking classroom materials, and being more thoughtful about communicating with children and families. We explore these three strategies in detail; for more ideas, see "Supporting Gender Diversity in Your Classroom".

Learning gender concepts

Ideas about gender and sexuality are constantly evolving. They overlap with anti-bias principles and can be confusing to educators (and families) (Derman-Sparks & ABC Task Force 1989; Derman-Sparks, LeeKeenan, & Nimmo 2015). Learning some terminology and current thinking about gender constructs can help.

The term gender brings together three notions-an individual's assigned gender (done at birth based on physical appearance), gender identity, and gender expression (Killermann 2018; Newman 2016; Human Rights Campaign 2017). The traditional view of gender is binary-male or female. Babies are assigned male or female at birth, and then are expected to identify and express themselves as such throughout their lives (Gunn & MacNaughton 2007). In contrast, more current thinking on gender is expansive. Rather than a binary notion or even a continuum (masculine to feminine), gender is considered multifaceted, interrelated with other aspects of one's identity (e.g., spiritual beliefs, race), and may be fluid (i.e., for some people gender identity is not fixed) (Ehrensaft 2012; Kroeger & Regula 2017). Note that this discussion of gender is not a discussion of sexuality, which is a separate concept regarding sexual and romantic attraction. In popular culture, concepts of gender and sexuality are often conflated (Gunn 2011). Neither gender identity nor gender expression determines sexual orientation (i.e., attraction).

When teachers reflect deeply on their understandings of gender, they can make more informed decisions and create opportunities to address inequity and bias.

In many ways, our society has already abandoned many of its more traditional ideas about gender-for example, we've accepted that women can be scientists and men can be nurses, moving away from the idea that certain behaviors, skills, and abilities are associated only with certain genders. But current thinking on gender goes further; it lets go of the idea that gender assigned at birth, gender identity, and gender expression must align and must stay the same over time. For example, a child assigned female at birth may identify as female but often choose to wear outfits (a facet of gender expression) that our society sees as male, like plaid shirts and cargo shorts; or a child assigned male at birth may identify as female but choose to wear plaid shirts and cargo shorts to avoid being bullied. As children mature, their gender identities and preferred forms of expression may change (Ehrensaft 2012; NASP 2014). Exploration of gender in the early years helps children form and reform their gender identities, discovering their interests and the many ways they can express themselves (Ehrensaft 2012; Kroeger & Regula 2017). Throughout children's explorations and changes, it is important for teachers, families, and other caregivers to remain open, responsive, and supportive.

Many educators find it helpful to study gender terminology and visual models of gender concepts (Human Rights Campaign 2017; Killermann 2018). Two websites we recommend with such resources for teachers of young children are GLSEN ( www.glsen.org/article/gender-terminology) and Gender Justice in Early Childhood ( www.genderjusticeinearlychildhood.com).

Reexamining the pink coat scenario

Opening up opportunities for children to express their gender more freely and reducing gender barriers (or biases) requires teachers to reflect critically on their thinking and practice (Derman-Sparks, LeeKeenan, & Nimmo 2015). Pedagogical change is more likely to succeed when teachers choose to make a change than when it is imposed on them by external policy demands (Gunn & MacNaughton 2007). When teachers reflect deeply on their personal understandings of gender, they can begin to make more informed decisions and create opportunities to address inequity and bias. Learning to support gender exploration in the classroom enables teachers to ensure that children feel safe and acquire more sophisticated understandings about gender as they learn and grow.

Reflecting on Tate's experience, we can see that what his two teachers personally defined as appropriate (or inappropriate) for young children guided their actions. We could say that for Ms. Tiana, Tate's sense of self, of autonomy, and of belonging in the classroom were prioritized. At first glance, it seems that for Ms. Diane conformity to traditional gender expression was more important than Tate's desire, warmth, or comfort-but perhaps she had not taken the time to examine her own biases or misconceptions surrounding gender. In any case, Ms. Diane's actions reinforced expectations for conformity to the gender expressions typically promoted in our broader society.

When we engage with children, we are constantly emitting subtle cues, whether we are conscious of our biases and values or not. Ms. Diane may have been worried about negative judgments from other teachers or from Tate's parents, or perhaps about other children teasing Tate. In other words, she may have been motivated by concern for Tate's emotional safety. She may also have felt an internal discomfort with Tate's choice and acted impulsively, unaware of the messages (e.g., boys don't wear pink) she might have conveyed to Tate and his peers.

Increasingly, work from mental health fields (including school psychology) indicates that it is important for young children to be able to explore gender in their earliest years by playing with their appearance (e.g., hairstyle, makeup, clothing, jewelry). This enables children to understand how external appearance or aspects of gender expression may or may not match internal gender identity or assigned biological sex (Ehrensaft 2012; NASP 2014). This is especially relevant for children who are engaging in nontraditional gender expressions and play, and all the more so for children who remain engaged in such expressions throughout childhood. Approaching children neutrally or affirmatively, as Ms. Tiana did, also creates space for children to freely and fully explore their interests. Ms. Tiana's actions led to Tate's emotional security, shown by his smile and his quickly lining up to play outside.

Reworking classroom materials

When teachers establish classroom spaces that support the traditional binary concept of gender (for example, putting the boys' photos and names on blue paper and the girls' on pink paper), they may inadvertently reinforce children's stereotyped constructions of gender and unintentionally create social conditions that limit children to traditional gender roles (Gosselin 2007; Chrisman & Couchenour 2003). To create neutral spaces for exploration, educators need to acknowledge how gender limitations and biases might exist in classrooms and deliberately avoid and/or counteract them (Freeman 2007; Sullivan 2016).

Offering open-ended materials

Materials are among the most important aspects to consider when creating an inclusive, gender-neutral classroom. We encourage teachers to select materials that invite exploration without imposing gender expectations. For example, one simple change is to avoid objects that reinforce gendered play, like those that suggest pink is for girls and blue is for boys. Toys and objects with neutral color palettes, such as an unpainted wooden doll house with gender-nonspecific figures, may help children feel more welcome to explore various roles, labels, and activities in their play. These neutral materials also enable more creative play, as children can decorate the house and design outfits for the figures.

Stocking the classroom with found materials and loose parts can encourage play that isn't limited by traditional understandings of gender.

Even when materials are specifically chosen (or created) for their neutrality or representational ambiguity, children bring their own expectations, assumptions, experiences, and memories to their play. One way that teachers may begin broadening children's perspectives is by incorporating more open-ended materials into classroom spaces. Fabrics of various colors and textures are an exciting alternative to premade tutus or firefighter jackets-and (like an unpainted dollhouse) they challenge children to engage in more creative play. Children can use fabrics to transform into any character and apply them to any dramatic play context, which can help reduce play fraught with gender expectations.

Stocking the classroom with found materials and loose parts (such as pinecones, cardboard boxes and tubes, wire, buttons, twine, and gears) can be another imaginative and inexpensive way to encourage play that isn't limited by traditional understandings of gender. Creating a gender-neutral makerspace with natural materials, for example, can inspire children to create sculptures, make books, piece together collages, or construct whatever they imagine. They may also create props of their own liking with these materials to enhance storylines they have created. These new materials and spaces can be presented as formal activities or as enticing provocations. When children see new opportunities for play and exploration that do not carry signals about gender, they may feel more welcome to engage and to collaborate with children they might not otherwise play with, breaking down gender barriers.

Selecting books and images

Thoughtfully choosing children's books is another way to contradict stereotypical gender roles. By incorporating and discussing books that depict characters whose gender identities and expressions are multifaceted, fluid and/or ambiguous, teachers can help children expand their understanding of what it means to be male, female, neither, or both. Sharing books that model positive reactions to gender exploration and nontraditional play in the classroom sends a message to the community of learners and advances the anti-bias principle of transformation for all (Gunn 2003; Sullivan 2016).

Supporting Explorations of Gender with Children's Books

These books help children develop an expansive, inclusive understanding of gender for ages preschool to third grade.

In addition to literature, images depicting diverse gender expressions and roles people take around the world can be a valuable classroom resource. Teachers can display photographs or illustrations that show clothing, occupations, and lifestyles around the globe that contrast with Western societies' traditional gender roles and expressions. For example, a teacher might display pictures of men and women in flowing fabrics or skirts (such as kilts or various types of sarongs, which are common in many parts of the world) to support male children who might enjoy trying on all of the different types of clothing in the dramatic play center. Photos showing the ways gender roles and expressions differ around the world contribute to children's understanding that gender is a social construct rather than a fixed and universal set of ideas, values, or behaviors.

Communicating with care

Young children do not have a negative view of others' diverse gender play unless someone communicates to them that it is inappropriate. Teachers' actions and words help shape the classroom culture and tell children how teachers feel about gender and gender exploration (Cahill & Theilheimer 1999). If children are given the autonomy to define-and redefine-their identities as they grow, rather than taking up our society's traditional gender expectations, biases may be reduced. If children do not condemn each other but see teachers allowing diverse gender expressions, biases may be reduced (Kroeger, forthcoming).

Acting and speaking inclusively

Teachers' actions and words help shape the classroom culture and tell children how teachers feel about gender barriers and gender exploration (Cahill & Theilheimer 1999). Inclusive practices and language help children who are engaging in nontraditional expressions of gender feel safe and welcome, and they also help their peers be accepting.

Exploring gender in the early years helps children form and reform their gender identities, discovering their interests and the many ways they can express themselves.

To remove gender bias from classroom practices and routines, teachers should examine their expectations for children and make sure all children are supported in using the most challenging materials. All children can excel in subjects such as math, science, engineering, reading, writing, and the arts. Predisposing particular children to play with materials that enhance knowledge and skills in certain subject areas-for example, guiding boys (but not girls) to play with construction materials that include gears and motors-perpetuates gender bias. By mindfully redistributing play materials and encouraging all children to pursue activities of different types, teachers can reinforce opportunities to play in gender-neutral, inclusive ways.

Similarly, teachers should beware of stereotyping classroom responsibilities. Ensure that all children participate in classroom routines (such as cleaning, carrying supplies, cooking, preparing snacks, and taking care of one another and materials), in outdoor and nature play (including climbing and other adventuresome activities), and in movement and music.

Carefully reflecting on the language used with children is also essential for reducing gender bias and ensuring that teachers are not inadvertently communicating unbalanced or restrictive expectations. Research has shown that girls tend to receive more comments related to their appearance and kind touch than any other communicative feedback, while boys are frequently acknowledged for showing strength or lack of emotion (Chick, Heilman-Houser, & Hunter 2002). Similarly, addressing boys as "little dude" or girls as "honey" perpetuates the view that young boys should be tough and young girls should be sweet. To avoid reinforcing these biases, teachers may want to spend a few minutes at the end of each day recalling and reflecting on how they spoke with different children in their classrooms. With time and effort, teachers can change their ways of speaking with children. One simple first step is to refer to children by their preferred names instead of other terms like "sweetie." When addressing an entire group of children, use neutral terms, such as "everyone," "children," "preschoolers," or "Room 9" instead of "boys and girls."

While singular instances of stereotype-reinforcing communications from adults might not impact a child, frequent use of biased language may compound over time to shape the ways in which children view themselves, others, and society's expectations about gender. A young girl who receives comments on her neatly braided hair every morning may come to think that she has a responsibility to make sure her hair is well groomed and visually appealing. This may cause her to internalize the belief that her physical appearance is the only aspect of her identity that matters to others. A boy repeatedly praised for his tough demeanor may not allow himself to express a range of emotions, resulting in his being perceived as lacking compassion or empathy for others or for himself (Rao & Seaton 2009). A child like Tate, who may or may not identify as a boy or girl and whose interests are often frowned on, may come to believe that a person has to fit neatly into a category in order to be valued.

Like all anti-bias efforts, changing how one feels, thinks, and talks about gender takes time. With reflection and practice, early childhood educators can remove gendered assumptions and messages from their language, making their classrooms more welcoming-and truly enabling children to explore their interests.

Fostering partnerships with families

Creating safe and inclusive spaces for children exploring gender may also impact the children's families. Teachers can encourage parents to be accepting of children's playful gender exploration (Kroeger & Regula 2017), and administrators can ensure educational settings are welcoming for children who do not identify with their gender assigned at birth (Kroeger, forthcoming; Mosso-Taylor 2016). When families feel that their children are respected and accepted, they are more likely to become active members of the classroom community (DeVries & Zan 2012).

If family members struggle to understand a child's nontraditional gender play or expression, a teacher's knowledge of basic concepts related to gender (and sexuality) may prove a valuable resource for supporting the family. With a teacher's understanding and with access to appropriate current resources (such as those provided by GLSEN and Gender Justice in Early Childhood), families can be coached on strategies to help make the home a safe haven for their children (Gender Spectrum 2018). By sharing resources with families, teachers can extend anti-bias practice beyond the classroom walls to encourage healthy development in all parts of a child's life.

Here are some additional tips for engaging with families:

Take your time building engagement among families on the topic of gender. Recognize that communities and families will differ in their readiness for rethinking gender; be conscious of pushing too fast.

Recognize cultural influences on gender (such as a family's religious beliefs), and try to find common ground with a wide variety of community members.

Draw on what children notice and ask about regarding gender in the classroom to inform conversations with families, including conversations about the various roles associated with gender in their homes or communities.

Be willing to answer or discuss family members' questions about gender openly and honestly. Model lifelong learning for families by sharing how you are exploring and deepening your own understanding of gender. If possible, arrange a workshop with local experts to support families with a desire to learn more about gender.

Consider the safety of children and families who confide in you and take care not to betray their trust, whether or not you agree with the ideas they have expressed.

Learn about local issues and politics; reflecting on communities from multiple perspectives may influence your strategies for making change.

As early childhood educators learn about current thinking on gender, work to eliminate gender bias, and reflect on their classroom materials and practices, they can embrace the development of gender-inclusive communities. We believe that working to create safe spaces for gender exploration is essential to advancing anti-bias education.

By encouraging children to play freely, without regard to traditional gender limitations or biases, teachers can provide children who express gender in nontraditional ways with many opportunities to learn about gender fluidity, express themselves in different ways, and understand their developing sense of identity. With sensitive support from teachers, those children's peers will learn that they too can play as they wish, and that they can accept their classmates no matter what toys or roles they find interesting.

Within the field of early education, much of the previously accepted wisdom about gender has guided teachers to stay within boundaries that are historically stereotypical and unwelcoming to many young children. With anti-bias principles in mind, teachers can reflect on gender and rethink their actions. Recognizing their own and other's gender biases and beliefs allows educators to consciously counteract inequity in their practices, classroom materials, and language.

It's time to let Tate wear the pink coat.

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Tate and the Pink Coat: Exploring Gender and Enacting Anti-Bias Principles

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Gender-inclusive classrooms promote an anti-bias atmosphere in which all children can explore and grow.

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Diverse Families (Activities or Resources for helping families appreciate the many types of diverse families). 

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Diverse Families (Activities or Resources for helping families appreciate the many types of diverse families). 

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1) How to Help Children Understand Diverse Families, Article posted by Bright Horizons on January 1, 2021. - https://www.brighthorizons.com/resources/article/how-to-help-children-understand-diverse-families

-This article offers some ideas families can use to help their children understand diverse family structures, such as keeping explanations simple and defining what makes a family. It also provides a resource list of children's books about diverse families that parents can use to help children understand different types of family structures.

2) Diverse Families - Resource list published by NAEYC - https://www.naeyc.org/resources/topics/diverse-families

-This resource list provides families and educators with very informative articles regarding the topic of diverse families and how to introduce these concepts to young children, such as - foster families and adopted children, children who spend time in two different homes due to divorce, families of varying religious beliefs, multilingual families, same-sex parents, etc.

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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. The titles below explore diverse family units and celebrate familial relationships. There may be different values and structures, but in the end...it's about family.

Infants and older:

Families by Shelley Rotner

Families Can by Dan Saks

Daddy, Papa, and Me by Lesléa Newman

Mommy, Mama, and Me by Lesléa Newman

My Family, Your Family by Katherine Cole

My Heart Fills with Happiness by Monique Gray Smith

Preschool and older:

And Tango Makes Three by Justin Richardson

Brothers and Sisters: Family Poems by Eloise Greenfield

One Family by George Shannon

Saturday by Oge Mora

Who is in My Family? By Robie B. Harris

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How to Help Children Understand Diverse Families

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Diverse family structures are common and children will ask questions about family structures that differ from their own. Learn simple ways to teach children about diverse families.

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Understanding Disabilities (Activities or Resources for helping families of young children better understand disabilities).

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Understanding Disabilities (Activities or Resources for helping families of young children better understand disabilities).

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1) How to Talk to Kids About Disabilities, by Amy Morin, LCSW, Very Well Family, May 27th, 2021. - https://www.verywellfamily.com/how-to-talk-to-kids-about-disabilities-41423

-This article offers some great tips for parents on how to help their children understand what it means for a person to have a disability, in simple, matter-of-fact ways. It also helps parents prepare for the types of questions children might ask regarding a person with a disability, as well as how to teach children how to positively and respectfully interact with those who have disabilities.

2) Activities for Teaching Preschoolers About Disability Awarenesshttps://classroom.synonym.com/activities-teaching-preschoolers-disability-awareness-12131972.html

-This resource offers some inventive activities that can help young children understand what it might feel like to have certain disabilities - such as being blind, deaf, missing an appendage such as an arm, having a muscular mobility disability, etc.

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If they haven't been already, preschool children will likely be around disabled adults and children at some point in their lives. Because of their young age, many preschoolers don't understand what it means to be disabled. Disability awareness activities can increase their knowledge of disabilities and teach them to be sensitive toward others who are different.

Hide an object in the room and ask one child to go look for it. After he has found it, put a blind fold on him and ask him to find another object in the room. Allow the other students to give him directions. At the end of the activity, discuss with the preschooler how much more difficult it was to find the object with a blind fold. This activity helps preschoolers understand what it is like to be blind.

This activity teaches preschoolers to accept others and allows them to be creative as well. Give each preschooler some clay, a paper plate and craft sticks. Instruct the preschoolers to sculpt something, such as a person or a dog. After they have sculpted for a couple of minutes, ask them to use only one hand to sculpt. After they're finished, ask them how much more difficult it was to sculpt with just one hand. Explain to them that some people don't have both of their arms or legs and have to face many challenges every day.

For this activity, ask one of the preschoolers to put two pairs of socks on each hand. Instruct him to remove one raisin at a time from a box and eat it. Ask another preschooler to put two pairs of socks on each hand and unwrap a piece of candy and eat it. At the end of the activity, ask them how difficult it was to do these tasks with socks on their hands. Explain to your preschoolers that people with a muscular mobility disability deal with these types of challenges every day.

Have half of the preschoolers put on earphones. Conduct lessons and activities like normal. After 30 minutes, have them take the earphones off and ask the other half of the preschoolers to put them on. At the end of the activity, ask the preschoolers to discuss how they felt not being able to hear anything. Tell them that deaf people can't hear anything, and many of them use sign language to communicate with others.

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Activities for Teaching Preschoolers About Disability Awareness | Synonym

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If they haven't been already, preschool children will likely be around disabled adults and children at some point in their lives. Because of their young age, many preschoolers don't understand what it means to be disabled. Disability awareness activities can increase their knowledge of disabilities and teach ...

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Empathic Interactions (Activities or Resources for developing empathic interactions with diversity among people who speak multiple languages).

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Empathic Interactions (Activities or Resources for developing empathic interactions with diversity among people who speak multiple languages).

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1) Languages are a Great Aid for Raising More Empathetic Kids, June 26, 2020 - https://timtimtom.com/hoping-to-raise-more-empathetic-kids-a-second-language-can-help

-TimTimTom.com is a website that specializes in books for multilingual children and families. This article I found on their site highlights how teaching a child a second language can actually help him/her to become more empathetic to other cultures where people speak other languages. At the end of the article, they provide links to french radio stations, Spanish cartoons found on Netflix, as well as other links to articles on how to help raise bi/mulit-lingual children, as well as articles about inclusivity and racism.

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Hoping to raise more empathetic kids? A second language can help - TimTimTom

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“If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart” – Nelson Mandela A second Language can help in raising empathetic kids Language Learning is So Much More Than Verbs + Vocabulary Over a decade ago, I started my ...

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Preventing Biases (Activities or resources for preventing biases with mistaken thinking based on stereotypic or limited information).

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Preventing Biases (Activities or resources for preventing biases with mistaken thinking based on stereotypic or limited information).

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1) 8 Easy Anti-Bias Activities for your Home & Classroom - https://carrotsareorange.com/anti-bias-activities

-This web article highlights some anti-bias activities that can be found in the book "Roots and Wings," by Stacey York, which is offered as a guide for helping to teach children to embrace diversity and appreciate other cultures. The activities encourage children to explore differences in skin color and hair textures, and to recognize the differences and similarities amongst people, understanding disabilities, and differing family constructs.

2) Multicultural Activities for Preschoolers - Montessori - https://carrotsareorange.com/anti-bias-activity-preschoolers

-Here is another informative article from the same website, carrotsareorange.com, that describes a simple yet very powerful activity that introduces the idea that people are like flowers in a beautiful bouquet, each one is unique and different looking, but each still needs the same things to grow and thrive. Like flowers, humans should all be treated and cared for equally in order to be their best.

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8 Anti-Bias Activities for the Home & Classroom

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8 Anti-Bias Activities for the Home & Classroom

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Similarities & Differences (Children's books that support children's understanding of similarities & differences). 

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Similarities & Differences (Children's books that support children's understanding of similarities & differences). 

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The Same But Different Too by Karl Newson, Nosy Crow Publishing, May 2, 2019 - https://www.amazon.com/Same-But-Different-Too/dp/1788003993

-This book highlights the concept of differences and similarities, by comparing children and animals to one another. It points out how both children and animals come in all shapes and sizes, colors, hair and skin types, even different types of personalities, talents and abilities.  However, despite all these differences, they also learn that they have many things in common.

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Standing up for Oneself (Children's books that support & encourage standing up for oneself & others in the face of bias, prejudice, and racism).

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Standing up for Oneself (Children's books that support & encourage standing up for oneself & others in the face of bias, prejudice, and racism).

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Speak Up, Molly Lou Melon by Fran Lovell, G.P. Putnam's Sons Publishing, September 8th, 2020.

-The character of Molly Lou Mellon is a great example of finding the courage to not only stand up for oneself when faced with individuals who want to make you feel bad about yourself, but to stand up for others who are being bullied as well; neither of which is always an easy thing to do. It can be scary to stand up to bullies who do not like you because you a different from them, and it feels good when you know you have the support of others who are willing to defend you.

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Positive & Confident Self-Identities (Children's books that support & encourage the development of positive & confident self-identities).

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Positive & Confident Self-Identities (Children's books that support & encourage the development of positive & confident self-identities).

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1) Happy in Our Skin by Fran Manushkin, Candlewick Publishing, August 25, 2015.  - https://www.amazon.com/Happy-Our-Skin-Fran-Manushkin/dp/0763670022

- This book wonderfully illustrates humans in all their uniquenesses, physical nuances, and beautiful imperfections, through the perspective of families and their connections to one another. It gives representations of people of all different races and ethnicities, abilities, and even religions, in positive, proud,  and uplifting ways. The message being conveyed is that no matter what we look like, we all get a sense of who we are from the families we come from, and we all experience a deep love for and from a families.

2)Stand Tall, Molly Lou Mellon by Patty Lovell, G.P. Putnam's Sons Publishing, August 27th, 2001. - https://www.amazon.com/Stand-Tall-Molly-Lou-Melon/dp/0399234160

-I have read this book to my pre-kindergarteners, and it has a powerful message that it is ok to be different, because regardless of what we might look like to others, we each were born with our own special talents and abilities that make us stand apart from everyone else, and we should feel proud about that.