Diversity, Equity & Inclusion Link to Practice June 3 rd , 2014

Diversity, Equity & InclusionLink to PracticeJune 3rd, 2014

Diversity, Equity & InclusionLink to Practice Agenda • Welcome • Review of ELECT Principle # 3 • Small group Learning Stations • Large group discussion

Principle # 3 Demonstration of respect for diversity, equity and inclusion are prerequisites for optimal development and learning.

Learning Station # 1 Self Portrait • Using loose parts design your own self portrait.

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?

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.

Learning Station # 4 Resources to Explore • Review the resources on the table and discuss which ideas/activities you could implement into your program.

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?

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?

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?

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.

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?

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?

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.

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.

Diversity, Equity & Inclusion • Are there puzzlesdepicting people of various cultural groups and ages, gender role diversity and different family styles and configurations.

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.

Diversity, Equity & Inclusion Do you have pictures that represent a multicultural and diverse community?

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

Diversity, Equity & Inclusion • diversity in gender roles • diversity in family styles and configurations

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

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.

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.

Diversity, Equity & Inclusion • Pictures of children in the classroom are made into dolls, or puppets.

Diversity, Equity & Inclusion • Play food representing different cultures • Baby carriers from different cultures

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

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 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 & 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.)

Diversity, Equity & Inclusion • Mother craft Institute for Early Development Diversity Anti-Bias Conductive Checklist.

Diversity, Equity & Inclusion Link to Practice June 3 rd , 2014