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

2. Diversity, Equity & Inclusion Link to Practice
Agenda
Welcome
Review of ELECT Principle # 3
Small group Learning Stations
Large group discussion

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

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

5. 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?

6. 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.

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

8. 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?

9. 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?

10. 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?

11. 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.

12. 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?

13. 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?

14. 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.

15. 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.

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

17. 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.

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

19. 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

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

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

22. 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.

23. 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.

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

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

26. 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

27. 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

28. 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.)

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