Everyone needs the diverse perspectives and honest feedback of peers to develop new insights and teaching practices. Support group members may be other staff, parents, or early childhood teachers who want anti-bias curriculum for their children. Group members should work toward facing biases and discomforts and eliminating their influence on teaching. Another step in this process involves finding out what ideas children have about diversity by observing and interviewing them. Teachers can evaluate children's answers for signs of misinformation and discomfort.
Responses alert the teacher to necessary directions for curriculum activities.
The reading of research studies about children's development of identity and attitudes will also fill out the framework for curriculum decisions. Evaluating the classroom environment and beginning to make necessary changes is the third component of phase one. Teachers must take a critical look at all the materials in the classroom environment, asking themselves what messages about diversity the children get from the materials. After this evaluation, teachers can make a plan for buying and making needed new materials and eliminating inappropriate stereotypical materials. Finally, teachers can begin to identify parents who might be interested in anti-bias curriculum, and invite them to participate in the process of changing the environment.