Stand Up!

I chose this activity because I think it is crucial to teach children to first recognize bias and assertiveness, then speak up and respond in a strong way that speaks their truth. Parents and teachers must emphasize at an early age the hurt that bullying, rejection, and other forms of discrimination causes children and adults as well. This activity teaches children to stand up for themselves and others and discusses proper responses outlining telling them how you feel and why you don’t like it when they tease or call you names. Finally, it offers children the practice to recognize bullying and discrimination then practice what to do and say when standing up to teasing.

This activity is appropriate for children ages 3 to 8 because at this time young children are naturally curious about the people and world around them. At this age, children are susceptible to believing stereotypes and show their aggression through insults and name-calling (York, pg. 21). Stereotypes are defined as “oversimplified generalizations about a particular group, which usually carries derogatory implications (Derman-Sparks & Olsen Edwards, Key Terms xiii). Children base their thinking off of how things look, as “young children’s thinking is very limited, distorted, and inconsistent, which makes them susceptible to believing stereotypes” (York, pg. 17). This activity is a perfect example of one of the core goals for culturally relevant/anti-bias education showing children effective ways to reduce prejudice. This activity should be introduced during the preschool age because it is during this time that children may discriminate and choose one person over another without rational thinking, causing them to dislike people and things that are different.

This is an appropriate activity for children as it addresses the anti-bias curriculum themes including: everyone is equal, everyone deserves respect, everyone has feelings, people are similar, and people are different.

This activity relates to several concepts for an anti-bias curriculum. This activity to stand up against bias and bullying promotes respect towards others. This activity also increases children’s ability to interact, talk, and play with people who are different from them. Furthermore, this stand up activity promotes group problem solving, as well as helps children to be group members and cooperate with others. This activity supports Anti-Bias Goal 4, which is to stand up for oneself and others in the face of bias. The objectives for the activity and Goal 4 are very similar, as both practice standing up for oneself and others, generating solutions to problems, and practice conflict-resolution skills and group problem solving.

This activity for children is a discussion and practice on recognizing mistreatment then taking action to do or say something about the mistreatment. The only material needed is a puppet to demonstrate to the children the bullying and what we could do and say. Use a puppet to role-play the experience of being called names, teased, or rejected. Ask the children open-ended questions such as, “How do you think the puppet feels when they make fun of him?” or “What can the puppet do to stand up against the bias and bullying?” Finally ask the children what they would do if they were in that situation being teased and bullied. Consider and discuss the children’s answers. Some possible answers they may give might be “Tell him how you feel” or “Tell him you don’t like it when he says stereotypes about me”. Explain to children when standing up for themselves or others, they need to do so in a way that doesn’t hurt anyone, while standing proud, looking at the other person in the eyes, and speaking their truth in a strong voice. A child’s “truth” is what they know, what they feel, and what they need. Model with the puppet what his actions should be when standing up to someone. Reenact the bullying incident and have the puppet stand tall, look at the other one, and speak their truth in a strong voice. Help children brainstorm other effective ways to stand up to name-calling, teasing, and rejection. Have children practice the situation themselves by partnering up and taking turns being the bully and the person who stands up to the bully. A great book to help teachers discover new ideas and ways to teach children how to act when witnessing bullying is “Stand Up For Yourself and Your Friends: Dealing with Bullies and Bossiness, and Finding a Better Way” by Patti Kelley and Martini Criswell. For a follow up activity, a wonderful and fun book to read to children on resisting bullying and being proud of oneself is “Spaghetti in a Hot Dog Bun: Having the Courage to Be Who You Are”. This story follows a young girl, Lucy, who is different and is bullied by another boy in her class. Lucy is a great example on staying true to oneself, doing the right thing, and being proud of herself and the decisions she has made. It is a wonderful book that teaches children that bullying and being mean to others is “not cool” and it is important to stand up for what you believe.

This is an activity that all young children will enjoy; however, beginning this concept and lesson at an early age will help children better understand and recognize what discrimination and bullying is, and also ways prevent and stop others from doing so. It is an activity that is geared towards helping children develop assertiveness in the face of name-calling, teasing, rejection, and other ways of discriminating against others. The follow-up activity on children partnering up demonstrating to each other what they have learned, gives children the real-time experience of standing up for themselves and others when being bullied and discriminated against.

References:

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-Bias Education for Young Children and Ourselves. Washington, DC: National Association for the Education of Young Children

York, Stacey. (2003). Roots & Wings Affirming Culture in Early Childhood Programs. St. Paul, MN: Redleaf Press