Persona Doll Assignment Guidelines
CHLDV 156
Persona Doll Assignment Guidelines
Kay Taus is credited with creating the concept of Persona Dolls, her technique was described in the book Anti Bias Curriculum: Tools for Empowering Children by Louise Derman Sparks and the Anti Bias Task Force (1989). The persona doll can be used to introduce children to various cultures and the stereotypes and biases associated with them; introduce children to cultural groups or other forms of diversity not represented in the classroom; and create opportunities for problem solving around diversity and other issues.
For this assignment students will create a Persona Doll to be used with young children in an early childhood setting. As part of the process students will develop a biography, create an authentic image (personal doll) and writing three stories about the persona doll that relate to the issues and themes of this course. Persona Dolls and one story will be shared with the class as part of this assignment.
To complete this assignment students will:
A Develop a Persona Doll –using the templates and patterns provided create a soft doll reflecting gender, ethnicity, culture and other physical characteristics you wish to represent. Pay careful attention to skin color, hair color and texture, facial features and clothes. Your persona doll may have a disability or special need, represent a particular culture, ethnic, religious or linguistic group, and represent a form of diversity not present in the classroom or one that is represented by only one or two children.
BDevelop an Identity –using the attached resources to identify the specific characteristics of the persona doll.
C Develop Three Stories –following the guidelines below, develop three stories for your persona doll. Plan to introduce your doll to the class and share one story as part of this assignment.
Persona Dolls and one story will be shared with peers at the end of the semester, submit a photo of your persona doll along with the three stories and key questions on the date specified on the agenda.
Persona Doll Guidelines
Part B: Creating an Identity
Respond to the following in developing a persona for your doll:
Doll’s Name:
[First, middle and last]
Age:
Place of Birth:
[Month, Day and Year]
Gender:
Physical Features
[Eye color, skin color, hair, etc.]
Which features are like mom’s or dad’s or?
Ethnicity
[Parents birth place, cultural identity]
Language(s) spoken:
Religion:
Cultural background:
Likes/Things the child enjoys doing:
Food likes: Dislikes/Fears
Food Dislikes
Allergies
Special Abilities/Things the child is good at: Disabilities/Things the child finds difficult
Family Structure: [Who lives with the child, including pets]
Social Class:
Parents’ Career/Occupation
Type of home:
Pets (if any, what kind/type)
Where does the child sleep [Who does the child sleep with if anyone/anything]Anything Else? [Extra curricular activities, travel experience, desires?]
Persona Doll Guidelines
Part C: Creating Three Stories
Early childhood educators may use persona dolls as a tool to engage children in discussions about diversity and anti bias issues. Typically, persona dolls are kept separate from other resources used in the classroom and introduced to the children by the teacher. Persona dolls may visit the children several times over the course of the year, often at group time or meeting time, sometimes in response to something that has happened in the classroom or community and other times as an opportunity for dialogue about diversity issues. To begin, develop three stories about your persona doll following the guidelines below:
First Story
Develop a short story introducing the children in your class to the doll the
first time you bring her/him to the group. Share basic information with the
children about the doll, such as her/his name, age, and maybe who she/he
lives with at home. You might also tell the children that this is her/his first
day in the program and ask the children for help in making her/him feel
welcome.
Second Story
Develop another short story that tells the children a little bit more about
who this new “friend” is. This is a good time to tell a story about
something that happened to the doll that is similar to experiences that
many of the children have had (new sibling, moving to a new house, had a
fight with a friend, was excluded from a game). The story will include a
Description of a Situation
Key Questions –that encourage children to imagine how the child might feel and what the child might do, how they might respond or recommendations for solving the problem or improving the situation.
Positive Resolution –incorporate children’s’ ideas as appropriate and relevant.
Third Story
Develop a third story that builds on the relationship they know have with their new friend. This should deal with or introduce an anti-bias issue.
Develop a story that addresses the incident or issue. Remember to keep in
mind the ages and developmental stages of the children you work with as
you write your story. Include the same three components you integrated into your second story:
Description of a Situation
Key Questions –that encourage children to imagine how the child might feel and what the child might do, how they might respond or recommendations for solving the problem or improving the situation.
Positive Resolution –incorporate children’s’ ideas as appropriate and relevant.
Use the information from the worksheet on developing stories for persona dolls as a guide.
Each story should be labeled and typed, stories two and three should each be followed by the three components –Situation, Key Questions and Positive Resolution. One of your stories will be presented with your persona doll to the class on the date specified in the agenda. Turn in all three stories along with a picture of your persona doll on the date indicated.
