Creating Affirming Environments

If I were to open my own Family Child Care Home, I would arrange the space to, “accommodate both the family and children/youth in care.  Materials [would] be organized and designed to provide a wide variety of age appropriate activities” (AFI 34-144, P. 128).  

Family involvement is the first place I would start.  Because Family Child Care settings are much more intimate, after the initial interview (during which the families would tour the home and we all would establish expectations) and prior to each child starting in my home, I would invite the entire family over to meet my family and officially welcome them into the Family Child Care home.  I feel as though this adds a more personal touch and would reiterate that this is also their home.  Next, I would address any concerns or questions they may have and reiterate the fact that there is an open door policy.  In addition to the initial invitation to dinner, I would hold quarterly gatherings for all of the children and families (whether this occurs in my home or at the bowling alley or a favorite restaurant) so they can connect and feel a bond with all others.

To ensure that “families who differ from the majority in the home are just as visible,” I would ask each family to bring in any pictures of themselves they would like to add to the family wall (Denman-Sparks, 2010, p. 45). I would ask them to complete a family book to tell us all more about them and to provide comfort for their own child throughout the day if they become upset or miss their family.  I would buy a variety of multicultural items (books, dolls, CDs, scarves, musical instruments from different countries, posters/maps, etc.) and place them throughout the entire child care area. The home would have plenty of furniture that is comfortable for the children and big pillows for them to sit or lie on.  I would remind the children that the entire FCC area is a “safe space” and that it belongs to each of them.  I would ask parents to record themselves reading stories in their native language to play during naptime.  Even if all of the children do not understand the language, hearing stories in other languages brings exposure.  Denman-Sparks et al also suggest making materials like learning games, placemats, bulletin board displays, posters, books, puzzles and dolls that reflect the different cultures (2010, p. 45).  In the Laureate Education video, Adriana acknowledges that she includes families to feel welcome along with their children because they are also a part of her program.

Next, I believe activity plans are the most important component in making the environment come together.  I would do my best to have as many family involvement activities (minimum one per month) because I want the families involved but I also understand that they will have personal obligations.  I would ask families what they want their child to get out of the program and ask for their input as well.  The plans would also reflect the activities that their parents have provided input on and that will visit other cultures and abilities and ages and family constructs, whether they exist in the Family Child Care home or not.

Lastly, I would place emphasis on interactions with each child, making sure they have individualized time with me and that I get to learn more about them.  This makes the children feel special and reassures them that they are cared for and they belong.  Helping children adjust as they’re being dropped off in the morning or taking a little extra time during transitions to make sure they are comfortable and have everything that they need. 

References

Air Force Instruction 34-144: Child and Youth Programs

Denman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young 

children and ourselves. Washington, D.C.: National Association for the Education of Young Children (NAEYC).

Laureate Education, Inc. (2011). Strategies for working with diverse children: Welcome to an anti-bias learning community. Baltimore, MD: Author