Ana Zapata

HD 390

The Social Action Project

Project Name:
Brown Bear Brown Bear WHO DO YOU SEE?
Addresses Social Inequity:
Exclusion/Inclusion
Background on why I selected this project: Story behind the inequity?
The reason why I chose to target this inequity is that it is being currently present in the
environment of my classroom. Children in my classroom have been actively excluding a
young 3 yr. old African American boy within the classroom setting. Though no hurtful
words have been made towards him, hurtful actions have. Children show signs of not
wanting him around, changing spots as to avoid sitting next to him, and excluding him
from their play by not inviting him to play and not allowing him to join their play. Young
Keveeon has taken notice awareness of this and is hesitant to play and engage in a
crowded area. He mostly asks for teacher support and guidance as to where he should
play and sit. I am afraid that his exclusion within the environment of the classroom has
affected his decision making and risk taking. He has become isolated and more
withdrawn and doesnt smile much while engaged in his solitary play. He has the
potential to thrive, but if left unseen and unnoticed and by allowing for this exclusion to
continue to happen, his developmental process may be jeopardized.
Description of problem/issue: What are the risks involved? What limitations do I
encounter? Why?
There are issues that may present themselves while attempting my social action project.
Issues like not having enough time to prepare my materials. Time outside the classroom
routine is not allotted as it should be. I may have to work from home and or before or
after work. To try to avoid or minimize this, I may encounter time management problems
or worse, time away from me and the children in the classroom. Another issue that I

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might encounter, (though not this school year) is taking photographs of the children.
Some parents do not consent to video/photography of their children. In this case, I would
need to reinvent my approach to creating a classroom book that includes everyone in it.
Perhaps I can create it with drawings of the children. Another issue that can be foreseen
is the lack of interest from the children. Though children enjoy a good book and like
repetition, their interest in this particular book may wear out.
Goal of Action Plan: Describing the practices/attitudes/things I would like to change that
relate to this focus.
The goals I aim for are those same goals that are found in the book Anti-Bias Education
for Young Children and Ourselves. The four core goals of anti-bias education as
described by Louise Derman-Sparks and Julie Olsen Edwards are:
Each child will demonstrate self-awareness, confidence, family pride, and positive
social identity.
Each child will express comfort and joy with human diversity; accurate language
for human differences; and deep, caring human connections.
Each child will increasingly recognize unfairness, have language to describe
unfairness, and understand that unfairness hurts.
Each child will demonstrate empowerment and the skill to act, with others or
alone, against prejudice and/or discriminatory actions.
Population Served: Who is the population of people?
The population that would benefit from this social action project are the children and staff
in the classroom, but most importantly, the child being excluded by providing a sense of

belongingness within the classroom.

Allies and/or support persons, organizations and resources that I will draw on: How will
I open spaces for others to share their story around this inequity and how will I build
community and dialogue to plan action, which will address this inequity?
Daily communication is key for planning and implanting lesson plans. Through daily
staff meetings, Keveeon as well as other children will be discussed. Issues pertaining to

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the development of the children in the classroom as well as issued that pertain to the
development of staff will be addressed. I have discussed my social action project with
my site and have full support of the site director. Because this is not just an assignment
for school, but a project that will be directly benefiting my classroom, I have been
granted use of materials to continue with the project. The resources will remain available

for future projects of the same nature.

Time line for implantation: Devise a beginning plan for action. Where would I start?
What will I do? Why?
I will begin by addressing this issue with my co-staff, talking about what I have observed
in regards to Keveeons exclusion in the classroom. I will briefly explain my school
assignment and ask for their consent to discuss our progress with my professor and
classmates. I will talk about making the book and including all the children and about
implementing lesson plans that support inclusion and anti-bias.
Once I complete the book, I will read it to the classroom as a whole, then in smaller
group settings. I will encourage children to check-out the book home and discuss their
classmates to their families. The book will remain in the classrooms library for the
remainder of the school year.
I will also involve families by touching on the topic during conferences, trainings,

monthly newsletters, and during arrival and departure times.

I will continue to implement social action projects throughout my career.
Concepts, models and resources I will use: (reflecting integration of learnings from this
course; tying to anti-bias goal)? What will I use?
I got the idea of recreating the Brown Bear story because the children in my class really
enjoy this classroom classic. I also took note on Professor Pinkhams lecture after our
anti-bias environmental checklist presentations, when she provided feedback on how to
implement anti-bias in the environment of our classrooms, our own books as an example.

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How will I evaluate the results of implanting my Action Plan? Observation, collection of
notes, reflections, pictures, charts
I will evaluate the effectiveness of my social action project through anecdotal
observations, pictures, and daily staff meetings to discuss social development of both
Keveeon and the other children. I will also touch base with families as noted in

implantation section.
Resources & References (APA Format)
Derman-Sparks, L., Olsen Edwards, J. (2012). Anti-Bias Education for Young Children
and Ourselves. United States of America