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EED220 Child Activity

Student Name: Chelsey Hunter

Date: 11-06-13
Diversity Focus: Race
Name of Activity: Ice Cube Melt on Page 112
(Identify the page from the text)
Include the age; number of children and area activity was implemented: I did
this activity with a group of 6-7 children, 4-5 years of age, during choice time at
the art tables
Questions1. Describe how you introduced this activity to children: (Provide the strategies used to
introduce children to the purpose of the activity)
I asked the children to look at each other and see if anything is different and if anything
is the same. I explained that everyone may look different but every difference should be
appreciated and no color is better than the other. I explained that we all enhance each
other and used color changers in the classroom that when you put two colors (or
multiple colors) together, you come up with something different. The color changers
were cylinders with oil and water that the children can shake and see different colors
(i.e. red and blue make purple, etc). Then I told them how we were going to use ice
cubes to make our mix of our classroom to see how we look together.
2. Describe the steps to complete the activity with children and provide examples of
their reaction/behavior and comments. (explain and provide samples, templates,
book titles, etc) Every child could choose a skin-tone colored ice cube and was told to
rub the cube around on a piece of paper in a tray to see what our classroom color
might look like.
Before getting started I asked them all to put their hands in to see that all of us
have different skin. Then I asked WHY do we have different skin. One of the boys, N.,
stated I have Mexican skin. And, the others just looked a little clueless, so I told them
N. is right. We all come from different cultures, and his family comes from Mexico. My
dad's family came from Europe, and my mom's family came from Asia. The kids got
wide eyed, and some gasped. Then I asked them where their families are from, and they
all had a general idea.
When we were finished, I asked Isn't our picture beautiful? They all had fun
and had replied Yeah! Then I asked Is it okay to have a different skin tone than
others? Unanimously Yes. My last question was If we were all the same, do you
think this would've been as fun or as beautiful? It was a little too abstract for them,
except for one who, of course, was N., who is a second-year student. He said No,
because we wouldn't have that many colors. I told him he was probably right.

Using information provided on page 5 of the textbook, explain how this activity
explores the Areas of Bias (ability; age; appearance; belief; class; culture; family
composition; gender; race and sexuality)
Race: Race identifies groups of people who share a common origin and physical
characteristics such as skin color, hair, facial appearance, and body structure. Many
different ethnic groups are included in each race.
Using information provided on pages 4-5 of the textbook, explain how this
activity promotes key Anti-Bias Goals (positive self-concept/esteem; mutual respect;
similarities-differences and proactivism)
This activity will help children [grow] awareness and acceptance of the commonalities
and distinctiveness in people's lives. To also teach them to be comfortable as
themselves, build their esteem, and recognize they can make good choices for
themselves and for others. Ultimately it will help build respect.
Identify and explain Anti-Bias and developmental skills this activity strengthens
(Web of skills is provided at the beginning of each chapter by age)
Ability to work cooperatively the children had to share ice cubes and create a
paper together.
Ability to label similarities and differences by one attribute the children are
comparing according to skin color
Value self and uniqueness of others the children will recognize their own skin
color and others and be taught to appreciate the skin color that makes them
Emergent ability to respect different cultures, races, gender, age, beliefs, abilities
the children love colors, painting, and pictures, and having them do this
activity will get them to appreciate diversity

Reflect and evaluate how this activity enhances, supports orchallenges your
current understanding about bias awareness in young children.
I didn't know
how the children would
culture. It didn't
intimidate me, because
I'm so comfortable with
culture to begin with,
but I wasn't sure where
the kids were with
comprehension of
culture and differences,
etc. I didn't know what
their parents had
been teaching them,
and although I didn't do
the activity with a girl, K, in our morning class, I was afraid of how drilled their minds
were already. The first part of the year, I felt like K. and her mother didn't like me
because I didn't speak Spanish. They would both literally put their noses in the air
whenever around me and would give me the same dirty look, then look away. Anyways,
I had hoped that the children think with an open mind and they did! They were the
most open little minds there were. They weren't shy to talk about it, they had no filters
(N. for example), and with the assistance of having an activity prepared for them made
it easier. They kept asking if they could use another ice cube color until they had
depleted through the cubes I had made.