Educators must always be aware of and sensitive to the many potential social and environmental influences that may directly or indirectly, consciously or subconsciously, impact their perspectives and teaching. Three main lenses have been identified that may inform the practice of Early Learning-Kindergarten teams: general bias, anti-discrimination and inclusive education, and environmental sustainability.
Bias
Bias is the human tendency to act and react or draw conclusions based on cognitive assumptions and not necessarily on fact. This can result in errors in judgment and social attribution, leading to inequality. Examples of bias include but are not limited to gender bias, racial bias, sexual orientation bias and bias against those with physical challenges.
The Early Learning-Kindergarten team must strive to be aware of bias and mitigate the effects of endemic bias from the outside world in the classroom. In health and physical activity, team members should do the following:
- Ensure that children are exposed to a wide range of activities and skills appealing to both male and female children.
- Provide a balance of small-group and individual activities.
- Provide reasonable accommodations for children of various religious and cultural backgrounds.
- Address a number of key issues in healthy living related to equity, inclusion, anti-discrimination and media influences.
- Address behaviours related to healthy relationships, bullying prevention and violence prevention.
Anti-Discrimination Education in Health and Physical Activity
Anti-discrimination education encourages children to think critically and empathetically about themselves and others in the world around them. This promotes fairness, sensitivity and responsible citizenship. Learning activities and materials used in health and physical education (H&PE) should reflect the diversity of Ontario’s multicultural society and create awareness of the diversity of cultures and ethnicities in our global community. Examples include playing games and activities from different countries and referencing First Nations, Inuit and Métis considerations in Eating Well with Canada’s Food Guide when teaching about healthy eating. Team members may also need to adapt instruction and assessment strategies to account for children’s unique cultural experiences. Celebrating diversity through H&PE can include attention to gender, religion and ethnicity. In Ontario, emphasis should be placed on learning about First Nation, Métis and Inuit cultural beliefs and practices.
Environmental Education in Health and Physical Activity
Sustainable management of the environment is one of the greatest challenges facing the global community, and it requires a global commitment to change. Education through every possible avenue is the most effective means to acquire this commitment so that the course of detrimental change in climate, food quality and security, and ozone layer depletion, among a multitude of other environmental factors, can be altered.
There are many opportunities to integrate environmental education into the teaching of healthy choices and living skills. Ideas include:
- using active transportation for cleaner air;
- eating locally and seasonally to reduce transportation and pollution;
- limiting pesticide and insecticide use as they cause soil and nutrient depletion;
- discussing the health risks of sun exposure and the effects of ozone depletion;
- recycling and composting to demonstrate respect for the environment and future generations;
- reducing and reusing to minimize one’s own environmental footprint; and
- during activity in the schoolyard, on trails and in other outdoor venues, remembering to “Take only pictures, leave only footprints.”
Teaching children to make choices that support a cleaner environment facilitates healthier living for the individual, the community and the world.
