When I think of an early childhood learning environment I think of different sections that reflect the cognitive learning goals, as well as, the social learning goals of each student. It is important to consider the students that you are serving each year before planning out your environmental layout (Derman-Sparks & Edwards, 2010). “What children do not see in the classroom teaches children as much as what they do see” (Derman-Sparks & Edwards, 2010, p. 43).
Looking at the drawing above we can cycle through each center and determine what is important to include making sure our learning environment is diverse and respectful of all cultures. In the library corner we will want to be sure there are texts with human differences, similar cultures as their own, and diverse cultures around the world. When considering the table toys we will want to include diverse puzzles and appropriate drawing materials for all races. Furthermore, we will want to be sure the house corner reflects the backgrounds of the students in the classroom. The dramatic props need to reflect both genders and various cultures. For example, if there is a large Spanish population we could provide adobo spice containers, mojo sauce jars, and other various cultural food items. Moving around the room, in the block corner we want to remove any stereotypical pictures that might sway the decisions of the students as they build and create. Lastly in the art section we want to display art from all cultural backgrounds and encourage children to express themselves using various techniques, which represent different cultural backgrounds than their own.
Derman-Sparks, L., & Edwards, J. O. (2010). Anti-Bias Education for Young Children and Ourselves. Washington, DC: National Association for the Education of Young Children.
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