Finger Print Activity

By, Jamie Stroppini

                In creating an anti-bias curriculum, I would like to allow children the opportunity to explore the differences around them so that they become more comfortable with the idea of differences. This will help enforce the classroom theme of “Alike and Difference” which I hope to incorporate in my classroom someday. In achieving this, the anti-bias activity that I would like to utilize would be the thumbprint activity on pg. 210 of the text, “Roots and Wings.” In this activity children study and look at their own fingerprints as 

well as the other students looking at any differences or similarities. Currently I am not a teacher in a classroom; therefore all writings regarding how a child will be affected by this activity is truly hypothetically based off of my knowledge and understanding of anti-bias education. However, I do hope that by reading this you do develop a clear understanding of the intention of this activity.  

                So how would I go about setting up this activity? In setting up this activity I would first clear a table space and designate it as the thumb print table.On this table I will supply paper, ink pads, magnifying glasses, and even a chart that shows the different patterns that fingerprints form. When introducing this activity to the students, I would like to start off with a discussion about what is a finger print, while showing them all the different types of finger prints that there are. With this discussion I will also make sure to ask the children open-ended questions about what they might have noticed about the different types of finger prints that they see, this will help allow the children to become active participates in the discussion. Then, I will demonstrate using my own finger how the children will do this activity; First by putting their finger in the ink and than putting it on the paper. Afterwards, I will let them loose at the table and let them explore and study their own finger prints while looking at any differences, investigating with type of pattern they may have, as well as determine whether another child’s may be the same or different in some way. As the children are engaging in this activity, I plan to go around the table and put their names on individual papers they used to put their own finger prints on.  These papers I

would collect and save for future use to use at a free choice center were children can revisit this activity and explore their classmates fingerprints again with the hopes that they will find something new and different as they continue to investigate and study.

                So what makes this activity age appropriate for preschool aged children? Young children learn best through actively exploring materials and experiencing through their senses as well as interacting with others (R&W, 188). In this particular activity children are encouraged to explore by using a magnifying glass and by using their sense of sight to guide them through their exploration of differences. This activity is also appropriate because it allows for meaningful experiences through activity applying their own fingerprints and exploring more of their own self. Children can also interact with each other by showing others what they have found and discussing differences and similarities between theirs and other student’s fingerprints. According to the text, Roots and Wings, preschoolers are experts at noticing differences among people. They are also naturally curious about the world which is why this age is often referred to as being in the question-asking stage (R&W, 17). This formula can be both detrimental and beneficial for a child’s understanding of differences, especially those leading up to racial differences. Children that are not properly introduced to or lack the experience of differences in this vulnerable stage can make up

their own distorted views due to the fact that their way of thinking is very limited(R&W, 17); however, when their curiosity of differences are properly addressed and experienced than children start to learn the truth about differences. Starting children off to notice differences at a smaller level, such as looking at differences in finger prints, allow children to focus on differences in general and not just focusing on skin color. This paints the picture to them that we all different, while focusing on their own individual differences and not just those of others.      

                Now I’m going to take a look at goals of an anti-bias based activity, as shown in the handout “Anti-Bias Activity Goals,” and discussion the goals that my finger print activity provides. The first goal that this activity provides is a recognition, appreciation, and respect for the uniqueness, and beauty of each person. In this activity children will be learning that every person has a unique fingerprint with its own unique pattern of curves and loops. Another goal is that it provides children with a positive experience exploring similarities and differences. This activity positively explores similarities and differences because it focuses on comparing traits and emphasis’s more on the uniqueness of each individual. Lastly, this activity promotes positive self concept in children in that it gets children to embrace their individuality and understand that everybody is different in some form.   

                In collaboration with this activity I can also incorporate books that support the concept of differences and similarities. One such book that could be used is the book, “We Are All Alike…We Are All Different,” by Chaltenham Elementary School Kindergarten.  This book is written by children for children and shows original pictures and songs that express understanding tolerance and diversity. This is a great book because I believe that children learn best by learning from their peers. Another book that could be used is, “We’ve All Got Bellybuttons,” by Davis Martin. This book demonstrates to children the similarities that we all have and we all use them for the same purpose.  Such as, “…we all got hands for clapping ...feet for kicking, eyes that close and months that open.”  These types of books can be introduced either

before the finger print activity of after, because I find that either way they support the anti-bias curriculum theme of “Alike of Different.” So no matter what order they follow the theme still remains the same.          

                I chose this particular activity because it focuses on individual differences and expresses to children that everyone is different and it’s that that makes everyone unique and special.  Children also are giving the opportunity to look at their own individual differences rather than looking at how others differ from them. I think that this is so important because when children look at something that is different from their self they must also be able to compare and critically think why. I strongly believe as teachers that we give children as many opportunities and experiences as possible to understand the beauty of being different and unique and it is than that we help foster understanding and cooperative future individuals.   

Works Cited:

York, S. (2003). Roots and wings. St.Paul, MN: Redleaf Press. 

Book Analysis: I’m Glad I’m a Boy – I’m Glad I’m a Girl

I’m Glad I’m a Boy – I’m Glad I’m a Girl                                                                                                               

By, Whitney Darrow Jr.                                                                                                                 

Publication Date: 1970

           This story follows a boy and a girl while talking about all the things that they do in contrast to one another, such as toys, hobbies, careers, and appearances. Many people consider this book to sexist in that it depicts stereotypical roles of females as opposed to males. In the following text, we’ll look at this book in more detail while also considering our gender biases at the time this book was published in determining whether or not this book is suitable for children.

Let’s start by looking at the illustrations. As we look at the illustrations let’s ask ourselves whether or not each gender represents stereotypical appearances and roles. Starting with appearances we’ll look at the boy first. His appearance includes having short hair while wearing mostly shirts, long/short pants, and the occasional hat and suit. The girl is seen having medium length hair which is always seen down with a bow or the occasional hat. She is seen mostly wearing dresses/skirts, although with the exception of a few pages where she is seen wearing shorts. So what is the underlying message within these illustrations? Well from a glance one can depict that girls, for the most part, will always have longer hair and be dressed in dresses and bows, whereas, boys will always be seen as having short hair and wearing pants, shorts, and shirts. So what does this mean for a boy who has long hair? The interpretation from this book is that those with short hair are boys and those with long hair are girls, so that being said should that boy with long hair be considered a girl? Today, girls may have their hair long or short and are less inclined to wear dresses and bows, but instead will wear pants and shirts, therefore should a girl with short hair wearing pants and a shirt be considered a boy? The simply representations of gender appearances in these book can lead to false interpretations in the real world.

Now let’s look at any stereotypical roles portrayed in this book. Let’s just say I found many. Starting with the first page, “Boys have trucks. Girls have dolls (Darrow, 1970, p.3).” This very much demonstrates stereotypical gender roles leading to the idea that girls cannot play with truck and boys cannot play with dolls; therefore, if you were to choose the opposing gender’s toy than you would be linked and seen as the gender associated with that toy. Besides appropriate toys for each gender, the book goes on and shows occupations for each gender.

“Boys are doctors. Girls are nurses.” (p.7)

“Boys are policemen. Girls are metermaids.” (p. 8)

“Boys are pilots. Girls are stewardesses.” (p. 10)

“Boys are Presidents. Girls are First Ladies.” (p. 13)

Can you see a pattern? According to the depictions in this book, boys have the dominant more important job over the girls. This is something that is most certainly false in today’s time where women are seen taking dominant roles in their occupations frequently. According to one article, in Britain, “women doctors will outnumber their male colleagues within 6 years (Hope, 2011).” This demonstrated how the number of woman taking dominant roles in their occupations is on the raise; therefore, making, “Boys are doctors. Girls are nurses,” a completely inaccurate fact. The book also goes further in demonstrating that boys play a more dominant role by stating...

"Boys fix things, Girls need fixing," (p.13)

"Boys invent things. Girls use what boys invent." (p. 15)

"Boys build houses. Girls keep houses." (p. 16)

These statements demonstrates a girls inability to fix things and work with their hands, saying that that's the role of the boy. Making the interpretation that girls are in a sense helpless without boys. Although, in the statement, "Boys can eat. Girls can cook (pg. 14)." the boy than depends on the girl for domestic duties. Even in the statement, "Boys build house. Girls keep houses," it shows the girls domestic duties to take care of the home and family. So is that still the case today? Unfortunately, there aren't any studies that I could find that show whether men and women still engage in traditional domestic duties; however, whatever the case may be today, I think its important to demonstrate to children that gender doesn't determine your role in the household. Girls are just as able to fix and build things as boys are able to cook and clean.     

Know that we've looked at why the book, “I’m Glad I’m a Boy, I’m Glad I’m a Girl,” is stereotypical in its views on gender, let us now look at why that is by asking the question: Where were we in history in regards to gender at the time this book was written and released? Since this book was release in 1970, we’re going to take a look at the 1960s and than the 1970s. That will give us an idea of both views on gender while the book was being written as well as when it was release. Starting in the 1960’s, an organization called the National Organization for Women questioned the unequal rights of women which lead to the Civil Rights Act of 1964 to include gender equality. Birth control, also during this time, became widely available and a legalization of abortion was in affect (Goodwin and Bradley, 1999). Later on in the 1970’s, women became increasingly involved in politics demanding full equality and privileges in society leading to affirmative action policies, most specifically in the work place (Gillis, 2010). Big changes were in motion around the time this book was both written and released in terms of women’s right and roles. That being said, why is the book so stereotypical in depicting the roles of women? To answer that question we will now turn to the author in our next discussion.

According to one coworker, Lee Lorenz, former art director of The New Yorker, “Mr. Darrow was known for his sense of humor and for being shrewdly observant of the contradictions of human behavior (Gussow, 1999).”  Whitney Darrow Jr., the author of “I’m Glad I’m a Boy, I’m Glad I’m a Girl,” was a satiric cartoonist from The New Yorker, meaning that he used humor to ridicule people’s stupidity or vices (Satire). So, that being said, in light of the social changes that were taking place during the time of the books creation and release, I conclude that the author wrote the book as a satire on gender roles.

Know we have come to the final question of whether or not this book is ideal for children? According to my findings this book demonstrates stereotypical roles of both boys and girls that are not accurate for today’s time. Although the author had the intention of humor, I find that the inaccurate used of gender roles can be detrimental to a child’s development in that it can lead to confusion of their own gender position. According to the article, “Gender and Toys: Does it Really Matter,” toddles need to be raised with the awareness that whether they are male of female they can pursue anything of interest to them (Daniel, par. 5). The article further explains that gender specific patterns can set children up to feel insecure and ashamed of themselves for liking something not associated with their gender as well as sparking name calling in the form of “sissy” and “tomboy (Daniel, par. 5 & 6).” Therefore, I have concluded that the book, “I’m Glad I’m a Boy, I’m Glad I’m a Girl,” is not suitable for young children due to the critical stages of self development that they endure at this age.  

Works Cited:

Daniel, S. Gender & Toys: Does it Realy Matter? EverydayFamily.com. http://www.everydayfamily.com/gender-toys-does-it-really-matter/  

Darrow, Jr, W. (1970). I'm Glad I'm a Boy - I'm Glad I'm a Girl. New York: Windmill Books.

Gillis, C. "1970-1979." (2010). American Cultural History. Lone Star College-Kingwood Library, Kingwood, TX. http://wwwappskc.lonestar.edu/popculture/decade70.html

Goodwin, S. and Bradley, B . (1999). 1960-1969. American Cultural History.  Lone Star College-Kingwood Library, Kingwood, TX. http://wwwappskc.lonestar.edu/popculture/decade60.html

Gussow, M. “Arts.” (1999). Whitney Darrow Jr., 89, Gentle Satirist of Modern Life, Dies. The New York Times. http://www.nytimes.com/1999/08/12/arts/whitney-darrow-jr-89-gentle-satirist-of-modern-life-dies.html

Hope, J. (2011). Women doctors will soon outnumber men after numbers in medical school go up ten-fold. Associated Newspapers Ltd. http://www.dailymail.co.uk/health/article-2067887/Women-doctors-soon-outnumber-men-numbers-medical-school-fold.html

Satire. In Oxford Dictionaries Online. Retrieved March 21, 2013, from http://oxforddictionaries.com/us/definition/american_english/satire.