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