APPENDIX A: HANDOUTS
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Handout 1: My Family of Origin Cultural Life Way Map
Handout 2: My Cultural Life Ways Part I & Part II
Handout 3: Differences & Similarities
Handout 4: Contrasting Perspectives Video Reflection Worksheet
Handout 5: Elements of Successful Communications
Handout 6: Interpersonal Techniques for Communicating with Families
Handout 7: Communication Helpers and Blockers
Handout 8: Helping Families Feel They're a Part of Your Program
Handout 9: How Can We Help Parents Talk About Differences?
Handout 10: Ten Questions to Ask When You Disagree with a Family's
Practice
Handout 11: Conversations for Three Video Reflection Worksheet
Handout 12: Guidelines for Working with the Interpreter
Handout 13: Interpreter Reflections
Handout 14: Ideas to Extend Practice
APPENDIX B: OVERHEADS
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Overhead 1: Definition of Culture
Overhead 2: "Culture Shapes"
Overhead 3: Life Ways
Overhead 4: My Family of Origin Cultural Life Way Map
Overhead 5: My Cultural Life Ways Part I
Overhead 6: My Cultural Life Ways: Part II
Overhead 7: Irving Quote
Overhead 8: Blank Cultural Life Way: Part I
Overhead 9: Blank Cultural Life Way: Part II
Overhead 10: Differences and Similarities
Overhead 11: Early Childhood Issues Resulting in Contrasting Perspectives
Overhead 12: Girzartis Quote
Overhead 13: Definition of Rapport
Overhead 14: Ten Ways To Make Families Feel Included
Overhead 15: Working Effectively with Interpreters
Overhead 16: Ideas to Extend Practice
APPENDIX C: RESOURCE LIST
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Chang, Hedy with Laura Sakai (1993). Affirming Children's Roots: Cultural
and Linguistic Diversity in Early Care and Education. San Francisco, CA:
California Tomorrow.
Roberson, Katy. (1997) Very Important Preschoolers. Educational
Leadership. 55(4), 70-72.
Shartrand, Angela. (1996).Supporting Latino Families: Lessons from
Exemplary Programs (Resumen en Espanol), Volume 1. Cambridge, MA:
Harvard Family Research Project.
Skutnabb-Kangas, Tove and Cummins, Jim. (Eds.) (1988). Minority
Education: From Shame to Struggle. Clevedon: Multilingual Matters.
Handout 2D
Definitions
My Cultural Life Ways – Definitions
Personal Space
How close or far do you stand or sit from others when
communicating? We each have an invisible circle that surrounds
us called “personal space.” The size of the circle is to a great
extent culturally determined.
Eye Contact
Under what situations do you establish or not establish eye
contact? What message does eye contact or lack of eye contact
convey in these situations? When cultures have the same
patterns of eye contact, people feel comfortable with each other.
But sometimes a person of one culture thinks a person who talks
while looking away is shifty and dishonest, even though that
person may think her or she is being respectful.
Touch
Under what situations do you use touch to communicate a
message? Under what circumstances do you consider touch
inappropriate? When minor cultural rules about touch are
broken, something just doesn’t feel right. If a person is touched
by the wrong person or in the wrong place, it can give
misleading messages or feel very uncomfortable.
Conflict:
How do you respond to conflict? When two opposing
viewpoints, perspectives, definitions or goals face each other,
conflict can result. The way we behave when facing these
conflicts is culturally determined.
Individual Orientation
Do you strive to reach your individual accomplishments and
goals? Do you set aside time for yourself that is non-negotiable?
Group Orientation
Do you establish goals that are not in conflict with or are for the
greater good of the family or group you are connected with? Are
individual goals important to you?
Verbal Communication
Do you depend primarily on words to model, problem-solve an
express feelings?
Non-Verbal Communication
Do you depend primarily on non-verbal cues (i.e., eye contact,
touch, modeling behavior, gestures, etc.) to teach appropriate
behavior, model and express feelings?
Are people, friends and family and the relationships you have
with them of primary importance to you? Do you measure the
quality of your life based on the existence of these relationships?
People Orientation
Object Orientation
Do you consider material objects (cars, houses, clothes, etc.) to
be of primary importance to you? Do you measure the quality of
your life based on the availability of new and improved objects?
Handout 2D
Adult Centered
When children are present, do you include them in adult
activities by having them follow along with and adapting what is
already occurring through the course of the day?
Internalized Controls
Are you self-directed and able to monitor and adjust your
feelings, behaviors, and responses through self-talk or other
internal motivation?
Externalized Controls
Do you depend on outside prompts, signals, guidance in order to
keep your feelings, responses, behaviors, and motivation in
check?
Adults as Facilitator
When working with children and other individuals, is your role
to support the growth and explorations of these individuals?
Adults as Directors
When working with children and other individuals, is your role
to direct the activities of these individuals?
Schedules
Do you rely on schedules to organize your day?
Natural Rhythms
Do you organize your day based on the natural flow and rhythm
of the day, regardless of what schedule may be imposed upon
you?
Now Orientation
Is what is happening in the moment your primary priority? Do
you focus on just doing what is right before you?
Future Orientation
Is timeliness and punctuality important to you? Do you find
planning to be an essential part of your life?
Goal Orientation
Do you focus on the accomplishment of goals…of actually
achieving the goals?
Process Orientation
Do you enjoy experiencing the things in your life…enjoying the
process of reaching for goals as much or more than the actual
achieving of goals?
Child Centered
When children are present do you specially create child activities
and give children the opportunity to choose what they become
involved with?
Handout 11
Conversations for Three
Video Reflection Worksheet
1. What qualities of an interpreter contribute to effective communication?
2. What should be discussed when planning with an interpreter for a meeting with a family?
3. What do you do or say if you think the interpreter is not communicating what you are trying to
communicate?
4. How do you discuss concerns about the interpreting process?
5. Are there other suggestions that you have for dos and don'ts from the perspectives of the family, service
provider/teacher, and interpreter?
6. What are some common difficulties for interpreters during the interpreting process?
Adapted From: Conversations for Three: Communicating Through Interpreters Discussion Guide (2000) by The Arkansas Nuestra Familia Project
Handout 9
How Can We Help Parents Talk About Differences?
Start by establishing a warm and friendly relationship at the first meeting. Make it clear that you want to
know about the child and family, as well as share information with parents. Below are seven tips for
promoting communication about child rearing.
1. Be available. For example, if you work in a child care program, try to talk to parents as
much as possible during arrival and departure times. Conversations aren’t likely to be
long, but during the course of the year, caregivers and parents may cover a lot of ground.
Also, set aside conference times. If you are a community or agency worker, take a few
extra moments whenever you meet with a family to learn something about them.
Remember that body language can reveal whether you are anxious to get on to the next
appointment. A few moments of calm may be the invitation to a family that they can be
open with you.
2. Be informative. With childcare programs, families appreciate knowing what went on
during the day. Keep notes so you can be specific, and don’t just focus on problems. In
health care programs, find ways to explain care and treatment in terms that parents
understand. Don’t skip complex topics or assume parents won’t understand. They want
to know what’s going on for their children. Be sure you or someone else speaks the
language of the parents.
3. Be receptive. Help parents feel comfortable talking to you by setting aside your
judgments.
4. Develop listening skills. Try listening beyond parents’ words to uncover unspoken
messages. If the parent expresses a feeling, reflect it back to open communication. For
example, “You sound worried about your child going barefooted…I don’t know if it’s a
safety issue you’re worried about or something else.” This approach works just as well
with parents as it does with children.
5. Figure out problems together. Your may be the expert on childcare or health or social
services, but parents are experts on their own culture, family, and children. When
problems arise, initiate a dialogue instead of deciding on a solutions and presenting it to
the parent.
6. Sort out the root of the problem. Some families may frequently complain about your
program or specific situations. Rather than shutting down and turning parents off, it’s
important to try to get at the root of the problem. Are the issues based on culturally
different ideas about child rearing or other things? Some families probably feel very torn
about needing your program. They may wish they could be at home with their children,
or some parents may even fell worried that the professional care seems to provide more
than they can at home. Parents may worry that something they did caused their child to
need and health or a social service agency. Be open and responsive to working on the
problem together, but be careful not to become entangled in parents’ distress, guilt, or
jealousy.
7. Don’t assume quiet parents don’t have issues. Some parents will never raise an issue
or disagreement with a person they consider to be an authority. It is our responsibility to
open up possibilities for parents to talk to us about their opinions and reasons for how
they would choose to care for their child.
Handout 1-A for Staff from Chapter 1 of A Place to Begin: Working with Parents on Issues of Diversity, (199).
Handout 5
ELEMENTS OF SUCCESSFUL
COMMUNICATIONS
1. How do we show respect for the other person in a conversation?
______________________________________________________________
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______________________________________________________________
2. How do we help keep a conversation open and moving forward?
______________________________________________________________
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______________________________________________________________
______________________________________________________________
___________________________________________________________
3. What should we avoid doing so that we don't block the progress of
conversation?
______________________________________________________________
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______________________________________________________________
______________________________________________________________
_______________________________________________________
________________________________________________
4. What cultural or personal factors do we need to take into account when we
are having a conversation with someone?
______________________________________________________________
_____________________________________________________________
Page 1
: A Staff-Parent Conversation
Setting: The center during drop-off time
Staff member: Miss Pratt, the family service worker
Father: Mr. Bowen, the father of a child enrolled at the center
Miss Pratt's goal for the conversation: To enroll the father as a volunteer
Mr. Bowen's goal for the conversation: To voice concern about his son's
ability to succeed in kindergarten.
Miss Pratt:
Good morning, Mr. Bowen! You look so happy this morning.
Mr. Bowen:
Oh, hi there, Miss Pratt. I'm just real pleased with how
excited Jacob is when I bring him here.
Miss Pratt:
He does love it. I know he's looking forward to kindergarten
this fall.
Mr. Bowen:
Yeah, so am I, pretty much.
Miss Pratt:
Pretty much?
Mr. Bowen:
To tell the truth, I am a little worried about something.
Miss Pratt:
Can I help?
Mr. Bowen:
I just don't know what to do to make sure he's ready for
kindergarten. I'm not a trained teacher.
Miss Pratt:
You know, in the parents' room we have take-home activities
for you to do with your son. In fact, I'm looking for some
volunteers to help me put together some new activities.
Mr. Bowen:
See, one of my nieces is in kindergarten and her mother said
she's not doing so well.
Miss Pratt:
Oh?
Mr. Bowen:
The teacher says she's not mature for her age or something.
Miss Pratt:
Mature?
Mr. Bowen:
(shaking his head) The teacher seemed to think she's going
to have to repeat kindergarten.
Miss Pratt:
Well, I stayed back in third grade and it didn't seem to hurt
me. I wouldn't worry about it.
Mr. Bowen:
(looking away) I don't want Jacob to be held back!
Miss Pratt:
Do you want me to show you those take-home activities
now?
Mr. Bowen:
Huh? No, that's okay ---see you later, Miss Pratt.
From: Communicating with Parents Module 2: Speaking and Listening RespectfullyTraining Guides for the Head Start Community (1999). Head Start Bureau Publications Management Center.
COMMUNICATION
HELPERS and BLOCKERS
COMMUNICATION HELPERS
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Door Openers (Would you like to talk about it? Or "You seem upset")
Encouragers (I'd like to hear more about what you think" or "I'm here if you want to
talk over your ideas")
Open Questions ("What do you hope for in offering to serve on the Policy Council?"
or "What are some of your ideas for our classroom?"
Nodding, saying "yes" or "no" or "I hear you" or "uh-huh" or "tell me more"
Facial and body expressions that show interest
COMMUNICATION BLOCKERS
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Blaming ("We wouldn't be in this situation if you hadn't…")
Saying "always" or "never" ("My son always loses the papers you send home")
Name-calling or labeling ("You're such a workaholic")
Giving advice or commentary ("If I were in your shoes I would…" or "Something just
like that happened to my sister. She…"
Lecturing or threatening ("Prompt medical attention is very important" or "This will be
your child's last week here unless you provide us with completed immunization
forms")
Avoiding or belittling another's concern ("It's not really so bad")
Facial and body expressions that show lack of interest
CONVEYING RESPECT
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Giving people time to form thoughts, respond and complete their statements
Focusing on a concern that is expressed
Letting the others begin the conversation or do much of the talking
TAKING INTO ACCOUNT CULTURAL AND PERSONAL FACTORS
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Each family may have its own ways of communicating. For example, in some
families someone other than the parent (an elder, family member or community
member) may be the key contact for family issues.
Body language varies among cultures. For example, different cultures make
different use of eye contact, physical distance between speakers, and unspoken
gestures.
Consider the physical arrangement between all of the people in your conversation so
that everyone shares control. Be aware of how this factor can affect a conversation
if, for example, one person is behind a desk, at the head of the table or standing
above the other. Also be aware of the seating arrangements for group
conversations. Are staff and parents seated separately or together?
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Remember that people have different learning styles. For some people, being told
information is not the best way for them to receive information. Hands-on
demonstrations, handouts, or visuals may work better for them.
Everyone has a culture. Being aware of the cultural lens through which you view the
world is as important as trying to understand the culture of others.
From: Communicating with Parents Module 2: Speaking and Listening RespectfullyTraining Guides for the Head Start Community (1999). Head Start Bureau Publications Management Center.
Handout 12
GUIDELINES FOR WORKING WITH THE INTERPRETER
Preparation
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Introduce yourself, your role, and the program you represent to the interpreter. Learn
about the interpreter’s background and previous experience. If a qualified interpreter is
not available (including interpreters that the family has recommended or prefers), avoid,
if at all possible, using family members.
Review the following:
a. The purpose of goals of the meeting, session, or visit.
b. The type of information to be discussed or needed, including basic topics and
corresponding terms, phrases, instructions, and question that will be used.
c. The forms, assessment tools, activities, or reports that will be presented.
d. The time scheduled for the encounter and whether there is flexibility in the schedule.
Share a brief description of the family member you will be meeting.
State the importance of confidentiality and identify any particularly sensitive or critical
issues that will be covered in the session. Reiterate the importance of confidentiality
with the interpreter when appropriate.
Clarify expectations regarding the interpreter’s role, and discuss any questions or
concerns that se or she may have.
Do not prematurely judge the skills and abilities of a new interpreter. Allow time to
develop familiarity and mutual trust.
Allow the interpreter to meet briefly with the family members to develop initial rapport
and to informally assess their language and ethnic characteristics and sociocultural and
educational background (if appropriate). The interpreter may wish to inform the service
provider whether social class, education level, age or gender differences between himor herself and the family may affect his or her effectiveness as an interpreter.
Learn proper protocols and forms of address (including a few greetings and social
phrases) in the family member’s primary language and what names they wish to be
called and the correct pronunciation.
Learn common words, essential sentences, and key terms in the family member’s
language so you can selectively attend to them during interpreter-family member
interchanges.
Become familiar with, acknowledge, and respect subcultural differences, national and/pr
regional dialects, and diversity among the specific ethnic groups that you are serving,
but recognize your limitations of knowledge and your understanding of specific cultural
and linguistic characteristics.
Interaction
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Introduce yourself and the interpreter at the beginning of the meeting, describe your
respective roles, and clarify mutual expectations and the purpose of the encounter.
Assure the family members of confidentiality, and be sensitive to their needs and
requests for privacy.
Be sensitive to the possibility that family members may be in crisis and experiencing
anxiety or of the emotional states at the time of the encounter. They may have added
difficulty with communicating through an interpreter or in English if they are somewhat
proficient and no interpreter is available or being utilized.
Do not assume that the family members who are present do not understand English.
Note that although family members may understand and speak English with varying
degrees of proficiency, they may prefer to speak in their primary language and thus
request an interpreter (particularly when discussing more complex information or issues
that required greater English vocabulary and/or that are emotionally sensitive).
Do not assume that because a family member speaks and understands English, he or
she also can read and write in English (this also may be the case for his or her primary
language).
Address your remarks directly to the family members, look at and listen to each family
member as he or she speaks and observe nonverbal communication. Also be alert to
indications of anxiety, confusion, or difficulty in understanding.
Avoid body language or gestures that may be offensive or misunderstood, as well as
side conversations, whispering, an/or writing while the interpreter is interpreting.
Use a positive tone of voice and positive facial expressions that sincerely convey
respect for and interest in the family members, and address them in a calm, unhurried
manner.
Speak clearly and somewhat more slowly (but not loudly), allow adequate time for the
interpreter to interpret, and listen carefully to the family members’ response.
Limit your remarks and questions to a few sentences, then pause to allow the
interpretation. Avoid giving too much information or long, complex discussions of
several topics in a single session.
Give information in a clear, logical sequence, emphasize key words or points, and
repeat important information. Clarify and rephrase information when necessary.
Avoid technical jargon, colloquialisms, idioms, slang and abstractions. Keep words and
phrases as simple as possible, but avoid oversimplification and condensing important
explanations.
Check periodically on the family members’ understanding and the accuracy of the
translation by asking them to repeat what has been communicated in their own words.
However, avoid literally asking, “Do you understand?” Among many cultural groups, a
“no” response would make all parties lose face and thus, is unlikely to be stated.
Offer explanations for specific recommendations, and summarize the meeting and any
next steps.
Reinforce verbal information, when possible, with materials written in the family
member’s language, with visual aids, or with behavioral modeling. Before introducing
written materials, tactfully determine the family members’ literacy level.
Be patient and prepared for the additional time that will inevitably be required for careful
interpretations.
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Reflection
Review the content and process issues with the interpreter that are relevant to the
interaction with the family members:
a. Were words, phrases, and comments clear and easy to understand and interpret?
b. How well did the family members seem to understand the information shared?
c. Were there any significant underlying concerns, issues, or dynamics that were not
directly addressed in the interaction? (This would include the interpreter’s
perceptions of selected family members and issues that may have been difficult,
uncomfortable, or inappropriate to openly discuss at the time of the interaction.)
d. What seemed to work well during the interaction? What was problematic?
Offer constructive feedback to the interpreter as well as acknowledgment of and thanks
for his or her service.
Check on interpreter’s availability if you plan to work with the same interpreter again.
Developed by: Conversations for Three by Chen, Chan, Brekken & Valverde  2000 by Paul Brookes Publishing Co.
Handout 8
Helping Families Feel They Are a Part of Your Program
Ten ways to make families feel included in your program:
1.
Create a welcome environment with a place for adults to sit down and for children to play.
2.
Make any meeting a two-way exchange of information
3.
Find ways to reflect families’ home language and culture in all aspects of the program.
4.
Consider family needs, not just the child’s. Make it clear that you are including the family in
decisions that affect their child or the program.
5.
Find out if there is a family hierarchy in decision-making. The parent who brings the child to your
program may not be the one to make the decisions about matters concerning the child. The
decision-maker may be the father who stays behind the scenes, or perhaps a family elder
(grandparent).
6.
Consider creating a parent education and support program based on what families need and want.
7.
Understand the importance of finding staff and administrators who come from the families’
cultural, ethnic, and racial backgrounds.
8.
Communicate regularly with families.
9.
If you need a translator or interpreter, find one. Try not to use young children to interpret for
parents unless the family is fully comfortable with this approach. Even if young children are
developing fluent English, they lack the maturity to discuss adult concepts. It’s also awkward if
they are the subject of the discussion. Furthermore, an uncomfortable role reversal can occur if
the child is in the position of being more capable than the parent.
10. Make it your goal to provide culturally responsive care.
Handout 1-B for Staff from Chapter 1 of A Place to Begin: Working with Parents on Issues of Diversity, (1999).
Handout 10
Ten Questions to Ask When You Disagree With A Family’s Practice
(From an article by Gonzalez-Mena and Bhavnagri – submitted for consideration by Young Children)
1.
What is the family’s cultural perspective on this issue?
2.
How do the family’ child care practices relate to their cultural perspective?
3.
What are the family’s goals for the child? How has the family’s culture influenced these goals?
4.
In view of these goals, is the family’s practice in the child’s best interest?
5.
Is there any sound research that shows that the family’s practice is doing actual harm?
6.
Is the program’s practice or policy universally applicable, or is it better suited to a particular culture?
7.
Did the family choose the program because of it’s particular philosophy, even if it is based on a different culture
from their own?
8.
Have program staff members attempted to fully understand the family’s rationale for its practices, the complexity
of the issues, and other contributing factors?
9.
Have staff members attempted to fully explain the rationale for program practices? Have they looked at how their
own culture influences their perspective?
10. What are some creative resolutions that address the concerns of both parents and program?
What’s The Difference Between a Dialogue and An Argument?
Dialoguing is an approach to conflict that aims to reach agreement and solve problems. The goal is not to win, but gather
information and understand the other person’s perspective, then find the best solution for all concerned. In contrast, the
object of an argument is to win. Some other differences between dialogue and arguing:

The arguer tells; the dialoguer asks.
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The arguer tries to persuade and convince; the dialoguer seeks to learn.
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The arguer considers her point of view the best one; the dialoguer is willing to understand multiple viewpoints.

The arguer tries to prove the other person wrong; the dialoguer considers that she has a gap in her knowledge.
INTERPERSONAL TECHNIQUES
FOR COMMUNICATING
WITH FAMILIES
Technique
1. Silence
2. Accepting
3. Giving Recognition
Examples
(This may stimulate a parent to bring up
what is on his or her mind)
Yes
Uh, Humm
I follow what you said.
Nodding
Good morning…
You’ve brought in a new toy.
I notice that you look more rested…
4. Offering Self
I’m your child’s (teacher/therapist).
I’ll stay here with you…
You can call me anytime.
5. Giving Broad Openings
Is there something you would like to talk
about?
What are you thinking about?
What have the doctors told you?
What have other therapists explained to
you about…?
6. Offering General Leads
Go on.
And then what happened?
Tell me about it.
7. Placing The Event In Time Or In
Sequence
8. Making Observations
When did this happen?
Was this before or after…?
When were you told this?
You appear tense (relaxed).
You sound anxious (less anxious).
Are you uncomfortable when you…?
I notice that you are biting your lips.
9. Encouraging Description Of Perception
Technique
10. Encouraging Comparison
11. Restating
Tell me when you’ve felt anxious (safe).
What is happening when this occurs?
How do you feel about this?
Examples
Was this something like…?
Have you had similar experiences?
Parent: I can’t sleep. I stay awake all
night.
Staff: You have difficulty sleeping now.
Parent: I am afraid the phone will ring and
that it will be the hospital.
Staff: You are afraid you may get bad
news about the baby when the
phone rings.
12. Reflecting Feelings
Parent: My husband spends all the time
working while I’m at home
(Sorrowful)
Staff: This causes you to feel lonely.
Parent: I just don’t know what is going to
happen.
Staff: You are feeling real anxious
about the future.
13. Focusing
14. Exploring
This point seems worth looking at more
closely.
Tell me more about the time…
Would you describe it more fully?
What would you like to see us do for the
baby?
15. Giving Information
My purpose for being here is…
This part of the classroom is called the
movement corner because…
16. Seeking Clarification
I am not sure that I follow…
What would you say is the main point of…
So the doctors told you that…
17. Seeking Consensual Validation
Tell me whether my understanding of it
agrees with yours.
Are you using this word to get across the
idea that…?
18. Verbalizing The Implied
Parent: I can’t talk to you or to anyone.
Staff: Is it your feeling that no one
understands?
Parent: I know we shouldn’t have taken
that long trip.
Staff: Is it your impression that it was
the long trip that caused your
baby to arrive too early?
19. Encouraging Evaluation
What are your feelings in regard to…?
Does this contribute to your feelings of
anger?
20. Suggesting Collaboration
Perhaps you and I can discuss and
Discover what produces your uneasiness.
Let’s see if we can make your baby more
comfortable. Any ideas?
21. Summarizing
Have I got this all straight?
You’ve said that…
During the past hour you and I have
discussed…
22. Encouraging Formulation
Of A Plan Of Action
23. ________________
24. ________________
25. ________________
Author Unknown. Adapted by Arkansas Nuestra Familia
Project from Adaptation by Project Ta-kos in 1988
The next time this comes up, what might
you do to handle it?
Some parents have found it helpful to
make a list of questions as they come up
so that when they go to see the doctor
they don’t forget to ask something.
Handout 4
Contrasting perspectives
Video Reflection Worksheet
1. What is your understanding of the difference between placing a priority on interdependence instead of
independence? Can you give an example of contrasting care-giving practices representing the two
priorities?
___________________________________________________________________________
___________________________________________________________________________
2. Can you discuss the differing ideas about toilet training of the two mothers?
___________________________________________________________________________
___________________________________________________________________________
3. Do preschool age children need to get messy in order to learn? How do you feel about finger paint,
water play, wet sand, and the various kinds of gloop, glop, and gak pictured in this module? Can you
understand the philosophy of someone who would use these materials? Can you understand the reasoning
of someone who would object to these materials?
____________________________________________________________________________
____________________________________________________________________________
4. Imagine a continuum with free play on one end and an adult demonstration on the other end. Where
would you place yourself as far as the value of each for preschool age children’s learning?
____________________________________________________________________________
____________________________________________________________________________
5. Does anyone know what is best for someone else’s child without understanding the goals, values, and
priorities of the parents – whether cultural or individual? That’s the question asked in the module. What is
your reaction to that question?
___________________________________________________________________________
___________________________________________________________________________
Handout 1
My Family of Origin Cultural Life Way Map
Directions: Respond to the following topics as you remember them when you were a child,
growing up in your family of origin. Were these events acknowledged and if so how? Were there
any special rituals associated with this event? If the event did not occur in your immediate family,
think of your extended family or very close family friends. Do not worry if nothing comes to mind,
move on to the next topic. As this map is reviewed in the workshop, many memories will surface
that you will be able to record. Adapted from: The Project Ta-kos "Family Living: A Cultural
Inventory"
BIRTH & BIRTHDAYS
FIRST DAY OF SCHOOL
PUBERTY
GRADUATION
MARRIAGE
Handout 2 pg 1
My Cultural Life Ways: Part I
Developed By: The Arkansas Nuestra Familia Project from information in Multicultural Issues in Child Care by Janet
Gonzalez-Mena.
COMMUNICATION TOOLS:
Directions: Respond to the following topics by rating your personal practices in the context of
your Family.
Personal
Space
Near
Eye Contact
Far
Yes
Touch
No
High
Low
Directions: Respond to the following topics by rating your personal practices in the context of
your Social Relationships.
Personal
Space
Near
Eye Contact
Far
Yes
Touch
No
High
Low
Directions: Respond to the following topics by rating your personal practices in the context of
your Work Environment.
Personal
Space
Near
Eye Contact
Far
Yes
Touch
No
High
Low
Handout 2 pg 2
My Cultural Life Ways: Part II
Developed By: The Arkansas Nuestra Familia Project from information in Multicultural Issues in Child Care by Janet
Gonzalez-Mena.
VALUES (Cultural Edit Points):
Directions: Rate, for each of the categories listed, what end of the spectrum YOUR CULTURAL
GROUP/FAMILY OF ORIGIN values and operates in.
(See attached Guiding
Questions/Definitions).
Individual vs.
Group Oriented
Adults as Facilitators
vs. Directors
Emphasis on Verbal
vs. Non-Verbal
Communication
Schedules vs. Natural Rhythms
Child Centered vs.
Adult Centered
Environment
People vs. Object
Orientation
Goal vs. Process O
Now vs Future Oriented
Directions: Rate, for each of the categories listed, what end of the spectrum YOU value and
operate in.
(See attached Guiding Questions/Definitions).
Individual vs.
Group Oriented
Adults as Facilitators vs.
Directors
Emphasis on Verbal
vs. Non-Verbal
Communication
Schedules vs.
Natural Rhythms
People vs. Object
Orientation
Now vs Future
Oriented
Child Centered vs.
Adult Centered
Environment
Goal vs. Process Oriented
Handout 3
Contrasting Perspectives
SIMILARITIES
DIFFERENCES
Developed By: The Arkansas Nuestra Familia Project
Developed By: The Early Childhood Diversity Series Training: Video 2 – Contrasting Perspectives by Janet Gonzalez-Mena and
Published by Magna Systems, Inc.
Appendix A
Sample Multicultural Case History Questions
Sample Multicultural Case History Questions
Cultural
(López, E.J. in progress b)
Child’s place of birth?
Child’s generational level?
How long has your child been in the current school district? In the U.S.?
Schools your child has attended? Length at each school?
What ethnicity is your child?
Number of siblings in the home and where in the sibling order the child in question falls?
Who does your child associate with at school? At home?
What traditions are followed in your family?
In what language does your child read? Write? Watch television?
What language does your child speak at home? At school?
Parent’s Occupation?
Parent’s perception of cultural differences?
Language/Communication
(Adapted from Gadsden ISD; López, in progress b)
Language Proficiency – LAS ORAL: Date______ English Level ______
Spanish Level______
LAS Rd/Wt: Date______English Level ______Spanish Level______
Language Screening Results/Impressions: ___________________
What academic interventions have been used? ______________________
Length of time interventions were utilized: _____________________
Language of instruction: ___________ Student’s language preference: _________
Type of Language Program: ___________ Length of time in the Program: _____
Is student in dual language program? YES NO
Comments: ________________
Is English a second language? ______ YES NO If Yes, how is this a factor in the student’s learning
problems? __________________________________________
Language classification: ______ IF NO is this a factor in the student’s learning problems?
_________________________________________________________
Student’s ability to use language:
__________________________________________________________________
Student’s ability to understand language:
__________________________________________________________________
Is student’s language proficiency interfering with learning?
Yes
___________________________________________________________
No
Difficulty with articulation L1 and/or L2 (ability to speak intelligibly) Yes No
__________________________________________________________
__________________________________________________________________
If Yes, explain:
If Yes, describe:
Difficulty with fluency L1 and/or L2 (stuttering, atypical rate, rhythm, repetition)? Yes No If Yes,
describe: _____________________________________________________
Difficulty with voice L1 and/or L2 (pitch, loudness, voice quality)? Yes No If Yes, describe:
__________________________________________________________________
Other language/communication factors: _________________________________
Does the student attempt to speak/learn English?
Educational History
Parent’s preference of language instruction
Language used with siblings\ Peers\ Parents\ Teacher\
Appendix B
Examining Emergent Literacy Skills
Examining Emergent Literacy Skills
Clay (1993) has suggested that it is helpful to examine and analyze how effectively students work
with concepts about print and the use of the alphabet before attempting to teach them how to read.
Children need to be competent in understanding the use of the alphabet and how to read books in their
native language before attempting to read and write in a second language. The following questions (from
Clay, whose book is available in Spanish) should be asked with regard to the child’s first language:
Regarding location and movement:
1.
Does he control directional movement?
2.
Does he locate particular cues in print? Which cues?
3.
Does he read word by word? If so, is this a new achievement or an old habit?
Regarding language:
1.
Does she use language well?
2.
Does she read for meaning?
3.
Does she use book language?
4.
Does she have good memory for text?
5.
Does she read for precise meaning?
Regarding behavior difficulties:
1.
Does he seek help?
2.
Does he try again?
3.
Does he search for further cues? How?
4.
Are there any unusual behaviors?
Regarding useful strategies with words:
1.
Can she articulate words slowly?
2.
Can she break up words into sounds?
3.
Can she write new words using a sound analysis?
4.
Can she build a consonant framework for a new word?
5.
Does she know that vowels are difficult and work at them?
6.
Can she re-read what she has written, carefully?
7.
Can she hear individual words in a sentence?
Regarding useful strategies with letters:
1.
Does the child form (write) some letters easily?
2.
Does he form many letters without a copy?
3.
Which letters can he identify?
4.
How does he identify them?
5.
Which letters does he use as cues in reading?
6.
Can he detect an error because of a mismatch of letters?
7.
Which letters are difficult to articulate?
8.
Which letters were confused with one another?
Regarding sounds:
1.
Can the student isolate the first sound of a word that he/she hears?
2.
Can he/she give other words that start with the same sound?
3.
Can he/she make/read/write other words that end with the same spelling pattern or inflection?