Chapter 2 (dee)
Jordanjameire
Chapter2.pptxChapter 2 Diversity and Early Education
1
The Changing face of America
Forty-four percent of all preschool children are from “minority groups”
In 30 years people of color will outnumber white people in U.S.
1 in 10 children is an English language learner
Early childhood educators must be prepare to work with diverse families and to incorporate the cultures, languages and experiences of the communities they serve.
Diversity can be an rich source of :
Vitality and growth
Conflict, division, and exclusion
We need to look to the future and plan for diversity in a responsible way – This chapter is to help as a guide for that
2
The need for Culturally Aligned Services
Definition of culture can be far ranging and diverse in itself
Regardless of definition, culture influences the models, approaches, methods and strategies we use to deal with diversity
Classrooms should celebrate diversity and honor all children
Services provided should be view from a multicultural lens instead of a monocultural lens
Educators should respect, recognize and respond to each child as an individual whose identity is rooted in his or her culture
Early childhood program leaders such as administrators or directors play a key role in prepare and support a workforce that honors diversity and culture in all forms
3
The need for Culturally Aligned Services (Continued)
4
Pathways to Cultural Competence
How can programs respond to growing diversity?
Chang (2006) suggests 4 principles
1. Teacher reflection
2. Intentional decision-making and practice
3. Strength-based perspective
4. Open, on-going, two-way communication
For programs to evolve into cultural proficiency work will be both personal and professional
One goal of diversity work is to eliminate tension between family and program through sensitivity and responsiveness
Primary goal: Everything we do in our work with children and families should add to what they have, not take away
5
Why is it Important to Preserve Diversity?
Diversity matters
Diversity work is important because
It helps close achievement gap for all children
Helps to tune into needs more effectively
Forces us to examine values, and practices
Allows reflection on a wide range of perspectives
Increases skills and confidence of all involved to engage in open and equitable dialogue
Respect for diversity is quality
6
Becoming a Culturally Competent Organization
Cultural competence is a set of congruent practices, attitudes, and policies identified in an organization including staff that allows all to work effectively in cross-cultural situations
Five essential elements in a program:
Values complexity of diversity
Creates opportunities to engage in cultural self-assessment
Trains staff in strategies to mange the relational dynamics of difference
Institutionalizes cultural knowledge
Makes adaptation to services/curriculum/policies to respond to differences
7
The Administrator’s Role
An Administrator
Builds cultural competence required reflection, thought, decision and change and creates a culture of intentionality for it
Provides a clear-cut vision of possibility and road-map for success
Embodies the principles of multiculturalism both personally and professionally
Actively involves families and promotes family-centered services
Recruits and trains a diverse staff
Creates and models an equitable environment for all
8
A Guide for Administrators
NAEYC Quality Benchmark for Cultural Competence Project Program Checklist Tool for administrators
9
Clarifying Your Vision and Mission
Vision and mission statements often do not include reference to supporting divers families and children- a critical omission
Staff, children and families should be involved in the process of articulating and “owning” the vision.
A vision offers clarification and sets a path
10
Classrooms that Respect Diversity
Process begins with recognizing all children are unique in their own way
Differences between children may reflect cultural background, family systems, abilities, personalities, special needs and religious beliefs
Diversity is reflected in types of families
Nuclear, blended nuclear, homeless, immigrant, foster and kinship, adoptive, single parent, two parent, gay and lesbian
Educators must prove an environment conducive to learn about the world around them
11
Managing Conflict
In diverse settings, conflict will arise
Each culture has its unique and well-established norms which may be different than our own
Conflict occurs when members of distinct cultures interact and have difficulty dealing with other viewpoints
Conflict resolution process RERUN
Step 1. Reflect
Step 2. Explain
Step 3. Reason
Step 4. Understand
Step 5. Negotiate
12
