Chabot College
Fall 2002
Course Outline for Early Childhood Development 79
ANTI-BIAS CURRICULUM FOR YOUNG CHILDREN
Catalog Description
79 - Anti-Bias Curriculum for Young Children
3 units
Developing approaches which help young children and the adults who care for them to
enhance human diversity, recognize social bias, and take action for their own and others'
behalf. 3 hours.
Prerequisite Skills:
None.
Expected Outcomes for Students:
Upon completion of the course, students should be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
identify impacts on young children's development of social bias such as racism,
sexism, ethnocentrism, able-bodiedism, homophobia, and classism;
identify the nature and process of systemic oppression, internalized oppression, and
pre-prejudice;
use classroom materials to effectively teach pride in one's own identify and delight
in social diversity;
demonstrate techniques for teaching children to identify injustice, and, in age
appropriate ways, to take a stand on their own and other's behalf;
analyze various aspects of children's experience as members of families who are
targets of social bias;
analyze and evaluate various aspects of the roles schools play in combating social
bias.
analyze their work site regarding degrees of support for diversity and anti-bias
curriculum
synthesize the course material and actual classroom practice and develop solutions
to problems of ethnocentric curriculum
apply the principles of developmentally appropriate practice and of anti-bias
pedagogy to develop new curriculum specifically designed for their work site
develop and design a cohesive curriculum packet including: identification of target
issues and developmental issues; actual materials to be used by children or parents;
daily teaching plan; written goals and objectives; and evaluation plans
Course Content:
1.
2.
3.
4.
5.
Pre-prejudice bias
Nature of systemic oppression in the lives of young children
Nature of internalized oppression in the lives of young children
Anti-Bias Curriculum with young children-age appropriate intervention and
analyzing the environment
Creating curriculum to support Anti-Bias skills
Chabot College
Course Outline for ECD 79, Page 2
November 1997
Course Content Cont'd:
7.
6.
Parents and staff; making changes together
Getting started, moving on, keeping going
Methods of Presentation
1.
2.
3.
4.
5.
Lecture and discussion
Films, tapes, and resource speakers
Student reports
Projects and other assignments
Interviews within and outside classroom
Assignments and Methods of Evaluating Student Progress:
1.
2.
Typical Assignments:
a.
Substantial writing assignments, including:
1.
essay exams
2.
problem-solving exercises
Methods of Evaluating Student Progress:
a.
Skill demonstrations, including:
1.
curriculum development
2.
observation and assessment for the purpose of identifying forms of
adversity and how they are handled in the ECD setting.
Textbook(s) (typical):
Anti-Bias Curriculum, by Louise Derman-Spark, National Association for the Education of
Young Children, 2001 or latest edition.
Big as Life, by York. (needs more information)
Special Student Materials:
None.
A:\Chabot\Semester\ECD79
REVISED 5-23-2002