Diversity, Equity

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Diversity, Equity InclusionLink to
PracticeJune 3rd, 2014
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Diversity, Equity InclusionLink to Practice

• Agenda
• Welcome
• Review of ELECT Principle 3
• Small group Learning Stations
• Large group discussion

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Principle 3

• Demonstration of respect for diversity, equity
  and inclusion are prerequisites for optimal
  development and learning.

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Learning Station 1

• Self Portrait
• Using loose parts design your own self portrait.

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Learning Station 2

• Materials Table
• Look at the materials on the table and think
  about the ways in which you could use these
  materials in your classroom to promote diversity?

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Learning Station 3

• Center Specific
• Using the chart paper think about each space and
  the children and families you provide care for.
  What materials do you or could you provide in
  each center or space to promote diversity in your
  program.

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Learning Station 4

• Resources to Explore
• Review the resources on the table and discuss
  which ideas/activities you could implement into
  your program.

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Diversity, Equity Inclusion

• What did you learn about the various learning
  stations?
• How are the children and families fully included
  in your program?
• What activity or activities would you implement
  right away to promote diversity, equity and
  inclusion in your classroom/program?

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Diversity, Equity Inclusion

• Things to consider when promoting an anti-biased
  classroom environment
• Are you aware of your own biases?
• Do you make every effort to avoid imposing
  your personal
  values on others?
• Do you use language that is free of stereotypes?
• Do you interact and respond to each child in a
• manner that reflects acceptance and respect
  for
• each child?

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Diversity, Equity Inclusion

• Do you respond to parent/family requests with
  respect and fairness?
• Do you greet the family members of each child
  daily?
• Do you interact daily with each child on a
  personal level ensuring the child feels
  valued?
• Do you intervene when you hear a biased comment
  from staff or families or children?

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Diversity, Equity Inclusion

• Do staff use some words in different languages to
  talk about routines.
• Do staff say hello or goodbye in different
  languages.
• Do people come in to teach children folk songs of
  different countries.
• Do children learn dances from different
  countries.
• Do children see videos of games children play in
  other countries.

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Diversity, Equity Inclusion

• Things to consider within the classroom
  environment
• Does your curriculum help children increase their
  understanding and acceptance of attitudes, values
  and lifestyles that are unfamiliar?
• Does your environment have a wide variety of
  books that acknowledge and represent the culture
  of everyone in your program?

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Diversity, Equity Inclusion

• Does your dramatic play area encourage children
  of all ethnic, religions and genders to play in
  it?
• Do you provide a cozy corner that incorporates
  aspects of diversity?

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Diversity, Equity Inclusion

• Do you use finger plays, games and songs from
  various cultural/ethnic groups? Do you present
  theses in a language other than English?
• Do musical instruments representing varied
  cultures are accessible.
• Do you encourage an awareness of all aspects of
  diversity through music experiences (race,
  culture, gender, etc.)
• Do children regularly dance to music from various
  cultures.
• Is music from varying cultures used at naptime.

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Diversity, Equity Inclusion

• Are children given an understanding of the
  connections between cooking experiences and
  cultural heritage and the process of preparing ,
  cooking and eating food? (utensils, container
  etc.)
• In cooking activities, are foods representative
  of other cultures and are prepared by children.
• Are ethnic foods served often as meals or
  snacks.
• Are family traditions and utensils provided at
  meals and snacks, if desired.
• Is "Bingo" played in different languages.

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Diversity, Equity Inclusion

• Are there puzzles depicting people of various
  cultural groups and ages, gender role diversity
  and different family styles and configurations.

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Diversity, Equity Inclusion

• Are there art materials associated with different
  cultures used, such as colored sands for sand
  paintings, clay for making pottery, and origami
  paper for simple paper folding activities.
• Are there art experiences that expose children to
  people of various races, cultures, ages,
  abilities, genders etc. and is available for
  children to explore regardless of age, ability,
  culture, race, gender etc.

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Diversity, Equity Inclusion

• Do you have pictures that represent a
  multicultural and diverse community?

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Diversity, Equity Inclusion

• Are pictures displayed in interest areas that
  reflect
• people of various cultural groups and ages
  engaged in both similar and different activities

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Diversity, Equity Inclusion

• diversity in gender roles
• diversity in family styles and configurations

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Diversity, Equity Inclusion

• diversity of abilities and body types
• a variety of people in a variety of ways,
  interacting with musical experiences

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Diversity, Equity Inclusion

• Props or material for dramatic or pretend play
• Dress up clothing representing different
  countries and customs, including everyday
  garments, not just exotic costumes or traditional
  outfits from various cultural groups, such as
  hats, shoes, pants, shirts, and dresses.

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Diversity, Equity Inclusion

• Dolls, puppets and small toy people are in colors
  and features representative of the country and
  of the children in your care.

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Diversity, Equity Inclusion

• Pictures of children in the classroom are made
  into dolls, or puppets.

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Diversity, Equity Inclusion

• Play food representing different cultures
• Baby carriers from different cultures

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Diversity, Equity Inclusion

• Play money from different countries
• Pieces of fabric or blankets typical of different
  cultures
• Real equipment used by people with disabilities
• Equipment for dolls representing certain
  disabilities

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Diversity, Equity Inclusion

• Materials for block area
• Pictures of buildings, houses, bridges in
  community and around the world.
• Pictures of children's houses in classroom
• Pictures of gender neutral roles.
• Pictures or books of childrens creations
• Small toy people representing various ethnic
  groups, for use with blocks.
• Toy vehicles that are familiar to the classroom
  community.
• Traffic signs in different languages

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Diversity, Equity Inclusion

• Materials for use in the creative or writing
  area
• Scissors that are left and right handed
• Paper and paint that is skin-tone in color
• Brushes/utensils from other cultures fro paining,
  printing and stamping
• Cloth that reflects patterns from various
  cultures
• Brown colors in your finger paints, goop, slime
  etc.
• Materials are accessible to all children and
  adults (wheelchair, blind, etc.)

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Diversity, Equity Inclusion

• Mother craft Institute for Early Development
  Diversity Anti-Bias Conductive Checklist.