|
Providing an environment that embraces and values diversity is paramount in designing a child care program. Your program will most likely be comprised of students from many different ethnic backgrounds, cultures, and religious groups. While providing quality lesson plans and activities is a primary focus when program planning, it is also essential to consider how to nurture a supportive and respectful view of diversity. This helps student to develop a positive self-identity.
Educational materials that are ten or more years old should be avoided, as they commonly do not provide a wide range of diversity. Likewise, children may not identify with the outdated style of clothing, hair, and surroundings in outdated materials. |
|
Some suggestions for promoting diversity in your program:
- Read books, sing songs, and use videos and other media that include people from all different ethnic groups and genders.
- Support the idea of respect and equality for all by modeling the behavior you’d like to see in your program. Actions speak louder than words. Use words and behavior that support respect for diversity.
- Teach respect for diversity. Teachers must acknowledge the fact that we are all made differently and each of us has talents, skills, and abilities to contribute to our classroom.
- Include diverse individuals in classroom materials and decorations. Murals including people of different genders and with different skin colors, clothing, and other adornments help nurture and celebrate diversity.
- Teach students about different cultures, holidays, and events. Ask children to bring in something from home that is important to their culture and identity. Invite parents to present their culture for all of the children to learn and ask questions.
- Establish positive relationships with diverse parents and families as well as their children. Make sure that you are respectful and are willing to listen to everyone’s side when there is something that needs to be discussed. This solidifies respect and is generally good practice.