Diversity, Equity & InclusionDiversity, Equity & InclusionLink to PracticeLink to PracticeJune 3June 3rdrd, 2014, 2014

Diversity, Equity & InclusionDiversity, Equity & InclusionLink to PracticeLink to Practice

Agenda•Welcome

•Review of ELECT Principle # 3

•Small group Learning Stations

•Large group discussion

Principle # 3Principle # 3

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

Learning Station # 1Learning Station # 1

Self Portrait Using loose parts design your own self portrait.

Learning Station # 2Learning Station # 2

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

Learning Station # 3Learning Station # 3

Center SpecificUsing 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.

Learning Station # 4Learning Station # 4

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

Diversity, Equity & InclusionDiversity, 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?

Diversity, Equity & InclusionDiversity, Equity & InclusionThings 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?

Diversity, Equity & InclusionDiversity, 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?

Diversity, Equity & InclusionDiversity, 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.

Diversity, Equity & InclusionDiversity, Equity & InclusionThings 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?

Diversity, Equity & InclusionDiversity, 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?

Diversity, Equity & InclusionDiversity, 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.

Diversity, Equity & InclusionDiversity, 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.

Diversity, Equity & InclusionDiversity, Equity & InclusionAre there puzzles depicting people of various

cultural groups and ages, gender role diversity and different family styles and configurations.

Diversity, Equity & InclusionDiversity, 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.

Diversity, Equity & InclusionDiversity, Equity & InclusionDo you have pictures that represent a multicultural and diverse community?

Diversity, Equity & InclusionDiversity, Equity & Inclusion

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

Diversity, Equity & InclusionDiversity, Equity & Inclusion

diversity in gender roles

diversity in family styles and configurations

Diversity, Equity & InclusionDiversity, Equity & Inclusion

diversity of abilities and body types

a variety of people in a variety of ways, interacting with musical experiences

Diversity, Equity & InclusionDiversity, 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.

Diversity, Equity & InclusionDiversity, Equity & Inclusion

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

Diversity, Equity & InclusionDiversity, Equity & Inclusion

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

Diversity, Equity & InclusionDiversity, Equity & Inclusion• Play food representing different cultures

• Baby carriers from different cultures

Diversity, Equity & InclusionDiversity, 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

Diversity, Equity & InclusionDiversity, 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 children’s 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

Diversity, Equity & InclusionDiversity, Equity & InclusionMaterials 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.)

Diversity, Equity & InclusionDiversity, Equity & Inclusion

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