Anti-Bias Curriculum as a Way of Discussing Animal Ethics with Children
What is Anti Bias Education?
Anti Bias education (ABE) is an approach to early childhood education that implements principles and methods which promote acceptance of differences and speaking out against bias and unfairness. The goal of this kind of education is that each child would develop a positive self identity (“Anti Bias Education”, 2015). ABE is needed because of the prejudices that young children acquire through participation in the culture. Acts of bias and discrimination take place amongst preschool children, for instance, Jan and Ella will not allow Erica, who is is African Canadian, to play with them because Ella is perceived as dirty for having dark skin. Another example, is Elliot telling Adam that his family is not a real family because Adam has two fathers. Also, children may play with toys which express hurtful stereotypes such as action figures of indigenous person holding bows and arrows, looking fierce and angry. ABE seeks to make children aware of these biases and to cultivate an attitude that is against bias where children will be able to stand up for those being discriminated against. ABE not only helps children to gain a positive image of themselves, their family, and their culture, but it helps them to understand that diversity is something that can be embraced, and that certain groups of people actually are not scary or mean as stereotypes have depicted them to be (Denman-Sparks & Edwards, 1970).
Through ABE, children are encouraged to speak out against bias and acts of discrimination. This means that teachers intervene when a child is being teased and follows up on this situation by helping children to understand unfair assertions of other people. Teachers also invite their children to think critically about acts of discrimination that are taking place in the community. Here is one example of how a teacher included her children in standing up against bias: A teacher in a Midwest college child development center helps children address the problem of racial bias in a calendar sent to them in which all the children in the pictures are White. After carefully looking at the pictures and discussing their observations, the children decide the calendar is not fair because it does not show many kinds of children. They dictate a letter to the company, but do not receive a response. Their teacher then helps them create a petition using the words from their dictated letter. The children collect a hundred signatures from the college students on their campus. The company replies to the petition, promising the next calendar will show many kinds of children. (Denman-Sparks & Edwards, 1970, p. 6)
Anti Bias Education for Promoting Fairness Towards Animals
I think as well as speaking about humans, ABE can also be used to talk about the other life forms we share this planet with- animals in particular. Children can learn to recognize stereotypes about animals and can begin to reason about why these stereotypes are inaccurate and unfair. For example, a teacher can present a Halloween book which includes scary pictures of crows, bats, and black cats. The teacher might ask the children whether these animals are scary or not. If children express that bats are scary because they have fang teeth and might fly in your hair, the teacher can present images and videos of bats that depict them in a different and more accurate light. Children can learn about how vampire bats do not turn into vampires, and that they do not suck the blood of humans. Children can be shown images of bats caring for their young, eating fruit, and hanging upside down in trees. Teachers might even educate the children about White Nose Syndrome which is associated with an extremely high number of deaths in bats. This kind of knowledge can help children to realize that bats are vulnerable, and not these supernatural entities that inflict harm on people. It is fair to acknowledge that children might still think some bats are scary looking because of their fang teeth. But at least learning about bats as multi-faceted creatures who live their own lives, gives children the opportunity that there is much more to this species than how they are depicted at Halloween time. After this discussion about bats, the teacher might in the future point out other images of bats and ask the children, “Is this fair? “Is this what bats are really like?” And the children will hopefully be able to point out that bats are not just scary animals- they take care of their babies, hear sounds that humans cannot, they can get sick, etc.
In an early childhood centre where the educator has the freedom to explore animal ethics with children they could also challenge images of captive animals. A teacher might use a book that features animals in a circus, and ask the children how they think the animals are feeling. The teacher might ask the children if they think animals like to wear human clothes and to perform tricks? This can be a great way to find out how children perceive these animals. The teacher might say something like, “I read a book about how elephants live in Africa and in groups they walk for miles and miles. I wonder if this elephant misses Africa or wishes that she could go for long walks with other elephants?” The teacher can simply put forth these “I wonder” statements for children to consider. Discussions can take place using images of a circus elephant vs. an elephants in the wild. Without going into details that would be too scary, I think teachers could explain that animals in circuses aren’t treated very nicely. In order for this to be effective, I think books and toys depicting animal stereotypes as well as animals as utilities would need to be limited as much as possible. The teacher would bring in materials that feature stereotypes for the specific purpose of discussing the unfairness of the images presented. Also, teachers can use books to point out misconceptions about caring for animals such as giving cats milk, letting cats and dogs free-roam, keeping a fish in a bowl, etc. Just like in ABE children can learn to stand up against stereotypes. For example if a child hears someone say that a person is as messy as a pig, the children might point out that pigs aren’t actually messy and that what they are saying is an unfair stereotype. Also, children might challenge images they see like of happy, smiling circus animals. Like in the example with the white children in the calendar, perhaps the teacher can guide the children in writing to the company to express their concerns about depicting animals in this way.
I think in order for ABE to be applied towards an animal ethic, philosophy is essential. The whole idea of humans being superior to animals needs to be challenged if children are even going to care about animal stereotypes. I think teachers can initiate discussions like “Are people more important than animals? Why do we eat animals but we don’t eat humans?” as a way to expose the reasons why children think people are more important than animals, and then to draw out if this is actually accurate. Is it fair to say that humans are more important because they have language and animals do not? Are humans more important because they are smarter than animals? I think discussions like this can bring to light how these common reasons for human superiority over animals, are actually problematic. In closing, I am not pretending that what I am proposing is without its flaws. I am still looking into how a teacher can navigate topics like animal ethics with young children in a way that is developmentally appropriate and respectful of families. I think the philosophy and ABE can be ways to help open up those conversations and create awareness in children about stereotypes, while also helping them to resist those stereotypes.
Notes
Anti Bias Education. (2015). Teaching for Change. Retrieved from http://www.teachingforchange.org/programs/anti-bias-education
Derman-Sparks, L. & Edwards, J.O. (1970). Anti-bias education for young children and ourselves. National Association For the Education of Young Children. Retrieved from https://www.naeyc.org/store/files/store/TOC/254.pdf
Anti Bias education (ABE) is an approach to early childhood education that implements principles and methods which promote acceptance of differences and speaking out against bias and unfairness. The goal of this kind of education is that each child would develop a positive self identity (“Anti Bias Education”, 2015). ABE is needed because of the prejudices that young children acquire through participation in the culture. Acts of bias and discrimination take place amongst preschool children, for instance, Jan and Ella will not allow Erica, who is is African Canadian, to play with them because Ella is perceived as dirty for having dark skin. Another example, is Elliot telling Adam that his family is not a real family because Adam has two fathers. Also, children may play with toys which express hurtful stereotypes such as action figures of indigenous person holding bows and arrows, looking fierce and angry. ABE seeks to make children aware of these biases and to cultivate an attitude that is against bias where children will be able to stand up for those being discriminated against. ABE not only helps children to gain a positive image of themselves, their family, and their culture, but it helps them to understand that diversity is something that can be embraced, and that certain groups of people actually are not scary or mean as stereotypes have depicted them to be (Denman-Sparks & Edwards, 1970).
Through ABE, children are encouraged to speak out against bias and acts of discrimination. This means that teachers intervene when a child is being teased and follows up on this situation by helping children to understand unfair assertions of other people. Teachers also invite their children to think critically about acts of discrimination that are taking place in the community. Here is one example of how a teacher included her children in standing up against bias: A teacher in a Midwest college child development center helps children address the problem of racial bias in a calendar sent to them in which all the children in the pictures are White. After carefully looking at the pictures and discussing their observations, the children decide the calendar is not fair because it does not show many kinds of children. They dictate a letter to the company, but do not receive a response. Their teacher then helps them create a petition using the words from their dictated letter. The children collect a hundred signatures from the college students on their campus. The company replies to the petition, promising the next calendar will show many kinds of children. (Denman-Sparks & Edwards, 1970, p. 6)
Anti Bias Education for Promoting Fairness Towards Animals
I think as well as speaking about humans, ABE can also be used to talk about the other life forms we share this planet with- animals in particular. Children can learn to recognize stereotypes about animals and can begin to reason about why these stereotypes are inaccurate and unfair. For example, a teacher can present a Halloween book which includes scary pictures of crows, bats, and black cats. The teacher might ask the children whether these animals are scary or not. If children express that bats are scary because they have fang teeth and might fly in your hair, the teacher can present images and videos of bats that depict them in a different and more accurate light. Children can learn about how vampire bats do not turn into vampires, and that they do not suck the blood of humans. Children can be shown images of bats caring for their young, eating fruit, and hanging upside down in trees. Teachers might even educate the children about White Nose Syndrome which is associated with an extremely high number of deaths in bats. This kind of knowledge can help children to realize that bats are vulnerable, and not these supernatural entities that inflict harm on people. It is fair to acknowledge that children might still think some bats are scary looking because of their fang teeth. But at least learning about bats as multi-faceted creatures who live their own lives, gives children the opportunity that there is much more to this species than how they are depicted at Halloween time. After this discussion about bats, the teacher might in the future point out other images of bats and ask the children, “Is this fair? “Is this what bats are really like?” And the children will hopefully be able to point out that bats are not just scary animals- they take care of their babies, hear sounds that humans cannot, they can get sick, etc.
In an early childhood centre where the educator has the freedom to explore animal ethics with children they could also challenge images of captive animals. A teacher might use a book that features animals in a circus, and ask the children how they think the animals are feeling. The teacher might ask the children if they think animals like to wear human clothes and to perform tricks? This can be a great way to find out how children perceive these animals. The teacher might say something like, “I read a book about how elephants live in Africa and in groups they walk for miles and miles. I wonder if this elephant misses Africa or wishes that she could go for long walks with other elephants?” The teacher can simply put forth these “I wonder” statements for children to consider. Discussions can take place using images of a circus elephant vs. an elephants in the wild. Without going into details that would be too scary, I think teachers could explain that animals in circuses aren’t treated very nicely. In order for this to be effective, I think books and toys depicting animal stereotypes as well as animals as utilities would need to be limited as much as possible. The teacher would bring in materials that feature stereotypes for the specific purpose of discussing the unfairness of the images presented. Also, teachers can use books to point out misconceptions about caring for animals such as giving cats milk, letting cats and dogs free-roam, keeping a fish in a bowl, etc. Just like in ABE children can learn to stand up against stereotypes. For example if a child hears someone say that a person is as messy as a pig, the children might point out that pigs aren’t actually messy and that what they are saying is an unfair stereotype. Also, children might challenge images they see like of happy, smiling circus animals. Like in the example with the white children in the calendar, perhaps the teacher can guide the children in writing to the company to express their concerns about depicting animals in this way.
I think in order for ABE to be applied towards an animal ethic, philosophy is essential. The whole idea of humans being superior to animals needs to be challenged if children are even going to care about animal stereotypes. I think teachers can initiate discussions like “Are people more important than animals? Why do we eat animals but we don’t eat humans?” as a way to expose the reasons why children think people are more important than animals, and then to draw out if this is actually accurate. Is it fair to say that humans are more important because they have language and animals do not? Are humans more important because they are smarter than animals? I think discussions like this can bring to light how these common reasons for human superiority over animals, are actually problematic. In closing, I am not pretending that what I am proposing is without its flaws. I am still looking into how a teacher can navigate topics like animal ethics with young children in a way that is developmentally appropriate and respectful of families. I think the philosophy and ABE can be ways to help open up those conversations and create awareness in children about stereotypes, while also helping them to resist those stereotypes.
Notes
Anti Bias Education. (2015). Teaching for Change. Retrieved from http://www.teachingforchange.org/programs/anti-bias-education
Derman-Sparks, L. & Edwards, J.O. (1970). Anti-bias education for young children and ourselves. National Association For the Education of Young Children. Retrieved from https://www.naeyc.org/store/files/store/TOC/254.pdf