Displaying Mirrors with Positive Affirmations for African American Preschoolers

 

Mirror affirmations are a great way to impact the self-esteem and self-worth of African American preschoolers that they are valuable members of the classroom and school building at large through planting seeds of the possibilities which encourage a growth mindset.  The affirmations which are stated daily into the African American preschoolers will assist keeping them focus on activities, believe in themselves of their abilities of achievement along with the motivation to do more along with showing the adults they could accomplish those affirmations then end with a long hug.  Yes, physical touch can relieve stress and anxiety being felt by African American preschoolers. There may be times when African American preschoolers need to be reminded, we have different color hues but are loved, worthy and valued family and community classroom family.   Remember, have the African American preschoolers look in the mirror as you point to written word/statements with accompany picture when possible which correlates with the affirmation intervention work conducted by Geoffrey Cohen. 

Ask parents, family members, staff members and others if they can donate either old mirrors or purchase some from Dollar stores.  Use putty or removal adhesive tape to display the mirrors strategically throughout the classroom with bright future career options written on sentence strip or regular sheet of paper.  For example, place a mirror in the science/math center with a written note “I see a scientist like Marie Van Brittan Brown – invented the home security system.  What will you invent today?”, “I see an inventor like Garrett A. Morgan – invented traffic light.  What will you invent today?” (NOTE:  Google picture of person to be displayed alongside name.   After the invention is created take a picture, written dictation from African American preschooler of what and how the product was invented.  Post for others to see and show to parents, family members and others.  The invention and dictation report can be embedded in the class newsletter, class Facebook page, and/or class webpage. In addition, the educator once completed can send a text message to family members (communicating a positive action not negative one).  Within the message give the skills African American preschoolers used to accomplish the goal.  Remember, whatever is being highlighted review members of the community to see if there are ones to use as well.  Include positive affirmations for the students for the mirrors such as “I see a leader”, “I see a bright person”, “I see an achiever”, and so many others.  Collins (1992) stated, “Daily have students repeat, “I am great, there is nothing that I cannot do.  I am smart. I was born to win.  I am royal.  I am the greatest … I will not fail.  This is a school where we learn to succeed … etc.” Do this each day,” (p. 111).  In addition, Collins stated, “Encourage students to clap for the other students; create a spirit of group effort in the classroom”, (p. 115).

Below are words/statements that can be used with the African American preschoolers for “I am …”.

è Kind, creative, special, loved, brave, positive, curious, polite, a leader, a great listener, talented and gifted, believe in myself, successful, friendly, beautiful, fun, confident, unique, calm, enjoy learning, amazing, respectful, smart, and awesome.

Educators as you view popular children’s educational programs listen and look very closely for ones you can change some words to reinforce various positive emotional and social skills.  For example, watch Daniel Tiger’s Neighborhood and change “A neighbor is here to help” to “A classmate/friend is here to help” which is used to build a sense of community that we help that is a traditional characteristic of African American culture.

Here are other affirmations that can be displayed and reinforced throughout the day with African American preschoolers.

1.                  Take care of yourself.
2.                  Take care of each other.
3.                  Take care of the community.

Exposing African American preschoolers to books is critical to support the mirror affirmation concept.  The following are ones that can be added to reading center, throughout classroom at large along with sharing with parents/family members that can be a part of book lending library in conjunction with follow-up activities.

A.    Uncle Jed’s barber shop by Margaree King Mitchell

B.     In the mirror:  Positive affirmations for children by Djennicia A. Francis

C.     Don’t you know you are beautiful just the way you are! By G. A. Sealy

D.    I am … Positive affirmations for brown boys by Ayesha Rodriguez

E.     My mind is my masterpiece by Nekita Shelton

F.      Note to self:  Affirmations to young queens by Celina M. McMillian

G.    ABC I love me by Miriam Muhammad

H.    Because I am me:  Positive affirmations for brown girls by Erika J. Gibson

Yes, mirror affirmations are a great way for African American preschoolers to start their day looking into their designed mirror and saying positive words/statements about themselves.  Keep in mind before African American preschoolers go to bed recite the affirmations with their parents/family members of these qualities they have been gifted with us as human beings.

Here are two affirmation mirrors, I created to give you a visual. Yes, these are mirrors purchased from Dollar Tree so let the children’s creativity begin for their affirmation mirror to recite both day and night or throughout the day.

Reference

Collins, M.  (1992). “Ordinary” children, extraordinary teachers.  Charlottesville,

            VA:  Hampton Roads Publishing Company, Inc.

Using Positive Affirmations Towards Reducing/Eliminating the Suspension/Expulsion of African American Preschoolers

 

Affirmation.  Educators affirmations teach African American preschoolers to think positive about themselves.  Webster defines affirmation as a positive assertion or the act of affirming. With this definition in mind, it reiterates why educators, paraprofessionals, administrators, directors, parents/family members, community stakeholders and others the importance of incorporating positive affirmations to all children but particularly African American in working towards reducing/eliminating the suspension/expulsion of African American preschoolers. 

Within the African American culture community and extended family members are key in the child’s life towards being the best educationally then positive citizens of society.  One can hear a variety of sayings used to inspire the preschooler to greatness and share frequently until the can cite by themselves.  The early childhood educator will introduce the sayings and explain the meaning to the African American preschooler.

Using the computer type the following to post throughout the classroom and say periodically throughout the day:

1. It takes a village to educate a child.
2. I think I can … I know I could (referencing the book, The Little Engine That Could).
3. “Say in your head, I can do this, I can!”  (Reference the book Riley Knows He Can by
            Davina Hamilton).
4. You can be anything you want to be, but today I just want you to be the best you that  you can be!  (Line from the book Dad, Who Will I Be? By G. Todd Taylor).
5. “Every day, I look into my mirror. I am a king/queen.”

In case, you are seeking out some YouTube clicks to reinforce affirmations for African American children.  Here’s a list to get you started.

A.    Powerful Affirmations for Black Children (1:49) -- https://youtu.be/PUzUbmSfsoA

B.     I AM ... Positive Affirmations for Brown Boys (4:10) --https://youtu.be/58-9w3DnxwM

C.     Black dad speaks affirmations over his sons (5:17) --https://youtu.be/C6BBPCdBKIk

D.    Little Boy Goes Viral for Daily Affirmations (3:07) --https://youtu.be/TdkP7lT_k-A

 

As I read, More to Me:  The Story of a 7ft Tall 3^rd Grader by Nnamdi McDowell where on the fourth page is a silhouette of a person playing musical instrument with different color adjectives written to the caption “There is more in you than you know”.  Once at the end of the storyline is the same silhouette but blank with the caption “What’s inside of you?” where educators and/or family members can write descriptive adjectives where African American preschoolers can hear from adult one word in the statement such as “Child’s name, you are bright.  Let me see your brightness all today.”  Remember, educators you can take photo of child or one sent in from home, child can draw him/herself or create foil mirror with different affirmations on the frame that can be stated out loud and/or child can use inner voice of their selected affirmation(s).   

The above information has heightened your knowledge on the importance of using positive affirmations for African American preschoolers to look into self that they can accomplish all things which are culturally developmentally age appropriate and build their self-beliefs.  Yes, affirmation are positive statements that will help to overcome negative challenges through hearing repetitive affirmations the African American preschoolers will start and maintain positive changes.  

 

References

Black dad speaks affirmations over his sons at https://youtu.be/C6BBPCdBKIk

Hamilton, D.  (2018).  Riley knows he can.  The Ella Riley Group.  London.

I AM ... Positive Affirmations for Brown Boys at https://youtu.be/58-9w3DnxwM

Little Boy Goes Viral for Daily Affirmations at https://youtu.be/TdkP7lT_k-A

Piper, W.  (1976).  The little engine that could.  Platt & Munk, Publishers.  New York.

Powerful Affirmations for Black Children at https://youtu.be/PUzUbmSfsoA

Taylor, T.  (2015).  Dad, who will I be?  Taylor Made Publishing, LLC.  Greenville, NC.

Using “Mirror” Books to reduce/eliminate the suspension/expulsion of African American Preschoolers

 

I remember listening and singing along with Michael Jackson “Man in the Mirror” with the line “I’m starting with the man in the mirror” where mirror books will give African American preschoolers with books which they see themselves.  When one walks into an early childhood learning environment how many books are reflective of African American preschoolers to see, hear, read and discuss characters who look like them reflecting African American culture to build self-identity?  Yes, these books give African American preschoolers another look of the world instead of all White characters feeling they are not worthy to being depicted in stories.  These are books that will be displayed throughout the classroom where related subject content will be displayed in the centers where African American can picture read and discuss with classmates along with teachers along with other stakeholders who enter the learning environment.  In addition, early childhood educators engage in preschoolers’ family members to read mirror books to the child as well.

Dr. Rudine Sims Bishop talked about books being a “mirror” where the reader and listener will see characters that represent themselves, their families, and their communities in positive ways.  Seeing characters like themselves in these books can help African American preschoolers develop a stronger sense of themselves including their abilities to pursue their goals, tell their own stories and support early literacy (Klefstad & Martinez, 2013).   Currently, there are far more “window” books that give African American preschoolers a glimpse into the lives of other people (mainly the White world) than “mirror” books showing their own communities in preschool classrooms.  It should be noted that many African American children are failing to acquire reading skills needed to succeed in society feeling reading is not for them as well (Cole & Verwayne, 2018; Chatterji, 2006; Kena et al., 2015); therefore, mirror books and active reading techniques so such Dialogic Reading incorporating CROWD acronym that stands for C – completion, R – recall, O – open-ended questions, W – who, what, when, where questions and D – distancing (student relating their experiences).  For more information on Dialogic Reading check out https://www.connectmodules.dec-sped.org/connect-modules/learners/module-6/.

Wright-Edelman (2015) stated, “It’s hard to be what you can’t see.  Children of color need to be able to see themselves in the books they read.  Just as important, all children need to be exposed to a wide range of books that reflect the true diversity of our nation and world as they really are,” (para 5).  In addition, “A story from the story grammar perspective involves a set of goal-directed behaviors carried out by characters including the following elements:  setting, initiating event, internal response and plan, attempt, consequences, resolution and reaction, and ending”, (Gardner-Neblett & Sideris, 2018, p. 1329) as part of the oral narrative that is a big part of the African/African American culture through oral storytelling and there is support this is an effective way of assessing oral narrative of African American students (Brown, et al., 2014; Gillam, et al., 2012; Price et al., 2006) which is dominant way of communication.  The term “narrative” may refer to different types of stories shared by students that include (a) personal narratives of actual events that happened to them, (b) scripted narratives of familiar routines or situations happened in their lives, and (c) fictional narratives or stories about events that they had imagined (Currenton & Lucas, 2007; Hughes et al, 1997).  As African American preschool age students are taught story grammar elements their microstructure skills improve (Brown et al., 2014) that expose them to seeing themselves in books for whole world adventures through mirror books.  African American boys show strong oral narrative skills in expressive language documents with above-average reading skills during the early childhood years (Iruka, Gardner-Neblett, Matthews, & Winn, 2014).  In addition, educators must have a greater understanding of oral storytelling which is a part of the African American history, too.  Iruka, Currenton, Durden and Escayg (2020) shared that “Black children in particular is context driven, meaning that a story about their night may pull in order contexts, such as a time at the part or going to visit Grandma, and it is not sequential” (pp. 16-17) where educators can read the story and have them accompany with pictures to give their words/pictorial more impact of their lives for mirror books contribution to the learning environment.

The below chart is some books that can be displayed in related centers along with the reading center.

Dad, who will I be? By G. Todd Taylor	Lola at the library by Anna McQuinn
Riley knows he can by Davina Hamilton	Sulwe by Lupita Nyong’o
Hey Black child by Useni Eugene Perkins	I’m a pretty princess by Crystal Swain-Bates
Crown an ode to the fresh cut by Derrick Barnes	I’m a pretty little Black girl by Betty K. Bynum
Richard Wright and the library card by  William Miller	Emi’s curly coily, cotton candy hair by Tina Olajide
Freedom Summer by Deborah Wiles	I am . . . positive affirmations for brown girls by Ayesha Rodriguez
I am … positive affirmations for brown boys by Ayesha Rodirguez	Parker looks up by Parker Curry and Jessica Curry
Superheroes are everywhere by Kamala Harris	Black is a rainbow color by Angela Joy
Marvelous me by Lisa Bullard	Black hair love for preschoolers by San Griffin
More to me:  The story of a 7th tall 3rd grader by Nnamdi McDowell	Lucile and the big race by Mariya J.

 

With access to technology of African/African American stories to expand knowledge and conversations depict self-pride, self-awareness, self-worth and so forth for students.  Due to the variations of African/African American hair textures the YouTube clip “Hair Love” by Matthew A. Cherry reinforces the beauty of hair types.  

Also, include books that reinforce specific character education traits that are being discussed in lesson plans.  Below are character education traits aligned to month where books can be used during small/large groups, one-on-one and/or discussed throughout the classroom.  In addition, the books can be the following;

 

Months	Character Traits	Books
September	Responsibility	Have You Thanked an Inventor Today?  By Patrice McLaurin Hey Black Child by Useni Eugene Perkins Dream Big, Little One by Vashti Harrison
October	Respect/courtesy	Parker Looks Up:  An Extraordinary Moment by Parker Curry Saturday by Oge Mora Those Shoes by Maribeth Boelts Thank You, Omu! By Oge Mora
November	Self-esteem/pride	I am Perfectly Designed by Karmamo Brown Look What Brown Can Do! By T. Marie Harris and Neda      Lvanova Bippity Bop Barbershop by Natasha Anastasia Princess Hair by Sharee Miller Juneteenth by Floyd Cooper Nappy Hair by Carolina Herron My Hair is a Garden by Cozbi A.  Cabrera ABC I Love Me by Miriam Muhammad I am Enough by Grace Byers Skin Like Mine by LaTashia M. Perry Brown Boy Joy by Dr. Thomishia Booker Brown Boy, Brown Boy What Can Be?  By Ameshia Arthur Mary had a Little Glam by Tammi Saver Riley Can Be Anything by Davina Hamilton The Joys of Being a Little Black Boy by Valeria M.      Reynolds I Believe I Can by Grace Byers Black Hair Love for Preschoolers by San Griffin Marvelous Me by Lisa Bullard
December	Caring/compassion	Last Stop on Market Street by Matt de la Pena and Christian    Robinson Beautiful Moon by Tonya Bolden and Jennifer Lyon Kindness Rocks by Sonica Ellis
January	Diligence/perseverance	Baby Flo:  Florence Mills Light Up the Stage by Alan      Schroeder Mae Among the Stars by Roda Admed and Stasia Burrington
February	Tolerance/patience	Voice of Freedom Fannie Lou Hamer by Carole Weatherford
March	Honesty/fairness	Roll Thunder Hear My Cry by Taylor Mildren
April	Cooperation/good sportsmanship	One Love by Cedella Marley
May	Loyalty/citizenship	“I too, am American” by Langston Hughes and Bryan Collier
June	Courage	Ron’s Big Mission by Rose Blue and Corine Naden The Day You Begin by Jacqueline Woodson

 

Whether you were familiar or not with the Dr. Sims coined term “mirror” books you have gained a better meaning to the use of them for African American preschoolers to see self and have a true sense of pride to belonging in the classroom.  Mirror books for African American preschoolers is truly where they find themselves, families and the communities they live in and personal value showing a sense of belonging.  African American preschoolers must see and know their early childhood educator cares, respect their culture and display mirror books followed up in conversations of those book content which will lessen and/or reduce the need to recommend they be suspended and/or expel African American preschoolers as educators facilitate their learning.  

 

References

Brown, J. A., Garzaek, J. E., & Donegan, K. L.  (2014). Effects of a narrative

            intervention on story retelling in at-risk young children.  Topics in Early

            Childhood Special Education, 34, 154-164.

Chatterji, M.  (2006). Reading achievement gaps, correlate, and moderators of

            early reading achievement:  Evidence from the early childhood longitudinal

            study (R-CLS) kindergarten to first grade sample.  Journal of educational

            Psychology, 98, 489-507.

Cherry, M. A. (2019).  Hair love.  Retrieved at https://youtu.be/kNw8V_Fkw28

Cole, K., & Verwayne, D.  (2018).  Becoming upended teaching and learning about

            race and racism with young children and their families.  Young Children, (73) 2,

            34-43.

Currenton, S. M., & Lucas, T. D.  (2007). Assessing young children’s oral narrative

            skills.  The story pyramid framework.  In K. Pence (Ed.).  Assessment in

            emergent and early literacy (pp. 377-427).  San Diego, CA:  Plural.

Dialogic Reading  https://www.connectmodules.dec-sped.org/connect-modules/learners/module-6/

Gardner-Neblett, N., & Sideris, J.  (July/August 2018).  Different tales:  The role of

            gender in the oral narratives-reading link among African American children. 

            Child Development, 89 (4) 1328-1342.

Gillam, S. L., Fargo, J., Peterson, D. B., & Clark, M.  (2012). Assessment of

            structure dependent narrative features in modeled contexts:  African American

            and European American children.  English Linguistic Research, 1, 1-17.

Hughes, D. L., McGillivray, L., & Schmidek, M.  (1997). Guide to narrative

            language.  Procedures for assessment.  Eau Claire, WI:  Thinking Publication.

Iruka, I. U., Cureton, S. M., Durden, T.R., & Escayg, K. A.  (2020).  Don’t look away embracing

            anti-bias classrooms.  Lewisville, NC:  Gryphon House, Inc.

Iruka, I. U., Gardner-Neblett, N., Matthews, J., & Winn, D. C.  (2014). Preschool to

            kindergarten transition patterns for African American boys.  Early Childhood

            Research Quarterly, 29, 106-117.

Kena, G., Musa-Gillette, L., Robinson, J., Wang, X., Rathbun, A., Zhang, J., … 

            Dunlap Velez, E.  (2015). The condition of education 2015.  (No. NCES 2015-

            144_.  Washington, DC:  National Center for Education Statistics, US

            Department of Education.

Klefstad, J. M., & Martinez, K. C.  (2013).  “Promoting young children’s cultural

            awareness and appreciation through multicultural books”.  Young Children,

            68(5), 74-81.

Price, J.R., Roberts, J. E., & Jackson, S. C.  (2006). Structural development of the

            fictional narratives of African American preschoolers.  Language, Speech, and

            Hearing Services in Schools, 37, 179-190.

Wright-Edelman, M.  (2015). It’s hard to be what you can’t see. Retrieved from http://www.learning-next.com/2018/09/its-hard-to-be-what-you-cant-see-so.html