Education week 2 assignment

Cultural Competence Self-Test

This checklist is intended to heighten the awareness and sensitivity of personnel to the importance of cultural and linguistic competence in early childhood education settings. It provides concrete examples of the kinds of beliefs, attitudes, values and practices that foster cultural and linguistic competence.

There is no answer key with correct responses. However, if you frequently responded "rarely/never," you may not necessarily demonstrate beliefs, attitudes, values and practices that promote cultural and linguistic competence.

Directions: Please rate each item listed below.

Physical Environment, Materials and Resources

Frequently

Occasionally

Rarely/Never

N/A

1. I display pictures, posters, artwork and other decor that reflect the cultures and ethnic backgrounds of children and families served.

2. I ensure that written materials, including books, magazines, brochures and other printed materials are of interest to and reflect the different cultures of children and families served.

3. When using videos, films or other media resources for learning, I ensure that they reflect the cultures and ethnic background of children and families served.

4. I ensure that printed information disseminated

by me takes into account the average literacy levels of individuals and families receiving services.

Communication Styles

5. I identify the primary language spoken by families.

6. When interacting with children and families who have limited English proficiency, I keep in mind that their limited ability to speak English has no bearing on their ability to communicate effectively in their primary language.

7. I use trained interpreters for meetings or other events for families who need or prefer this level of assistance.

8. When possible, I ensure that all notices and communications to families are written in their primary language.

9. I understand that it may be necessary to use alternatives to written communications for some families.

Values and Attitudes

Frequently

Occasionally

Rarely/Never

N/A

10. I avoid imposing values that may conflict or be inconsistent with those of cultures or ethnic groups other than my own.

11. I intervene in an appropriate manner when I observe other staff, children, or families engaging in behaviors that show cultural insensitivity, racial biases and prejudice.

12. I understand that age, gender and life-cycle factors must be considered in interactions with individuals and families (e.g., high value placed on the decision of elders, the role of eldest male or female in families, or roles and expectation of children within the family).

13. Even though my professional or moral viewpoints may differ, I accept families as the ultimate decision makers for services and supports they deem relevant for themselves and their children.

14. I recognize that the meaning or value of early care and education may vary greatly among cultures.

15. I accept that religion and beliefs may influence how families respond to requests from schools (e.g., teachers are the experts in teaching young children and not parents).

16. I keep abreast of the major research and issues for ethnically and racially diverse families residing in the geographic locale served by my program (e.g., violence, health challenges, school closure).

17. I am well versed in developmentally appropriate and best practices for ethnically and racially diverse children groups within the geographic locale served by my program.

18. I avail myself of professional development and training to enhance my knowledge and skills in the provision of a high quality learning environment to culturally, ethnically, racially and linguistically diverse children.