Resources for Supporting Young Children Who Are Culturally and Linguistically Diverse: A Master Class[1]
Why Do We Need to Be Explicit and Intentional About Diversity
Alexander, K.L., Entwisle, D.R., & Dauber, S.L. (1993). First-grade classroom behavior: Its short and long-term consequences for school performance. Child Development, 64, 801–814.
An effective teacher . . .
Aaronson, D., Barrow, L., & Sander, W. (2007). Teachers and student achievement in the Chicago Public High Schools. Journal of Labor Economics, University of Chicago Press, 25, 95-135.
Jacob, B. A., Lefgren, L., & Sims, D. (2008). The persistence of teacher-induced learning gains. NBER Working Paper 14065. Washington, DC: National Bureau of Economic Research, Inc.
Kane, T. J., & Staiger, D. O. (2008). Estimating teacher impacts on student achievement: An experimental evaluation. NBER Working Paper No. 14607. Washington, DC: National Bureau of Economic Research, Inc.
Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2): 417–58.
Rockoff, J., (2004). The impact of individual teachers on student achievement: Evidence from panel data. American Economic Review, 94, 247–252.
Rothstein, J. (2010, February). Teacher quality in educational production: tracking, decay, and student achievement. Quarterly Journal of Economics 125(1), 175-214.
Civic Enterprises. (2013). Building a grad nation: Progress and challenge in ending the high school dropout epidemic. http://www.americaspromise.org/~/media/Files/Our%20Work/Grad%20Nation/Building%20a%20Grad%20Nation/BuildingAGradNation2013Full.ashx
Derman-Sparks, L., & Olson Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC. NOTE: Chapter 1 is available online at http://www.naeyc.org/store/files/store/TOC/254.pdf
The difference you can make
Au, K. H., & Jordan, C. (1981). Teaching reading to Hawaiian children: Finding a culturally appropriate solution. In H. Trueba, G. P. Guthrie, & K. H. Au (Eds.), Culture in the bilingual classroom: Studies in classroom ethnography (pp. 139-152). Rowley, MA: Newbury House.
Boykin, A. (1986). The triple quandary and the schooling of Afro-American children. In U. Neisser (Ed.), The school achievement of minority children: New perspectives (pp. 57-92). Hillsdale, NJ: Erlbaum.
González, N., Moll, L. C., Floyd-Tenery, M., Rivera, A., Rendon, P., Gonzales, R., & Amanti, C. (1993). Teacher research on funds of knowledge: Learning from households (Educational Practice Rep. No. 6.). Washington, DC and Santa Cruz, CA: National Center for Research on Cultural Diversity and Second Language Learning.
Rosebery, A. S., Warren, B., & Conant, F. R. (1992). Appropriating scientific discourse: Findings from language minority classrooms. The Journal of the Learning Sciences, 2, 61-94.
Tharp, R. G. (1991). Cultural diversity and treatment of children. Journal of Consulting and Clinical Psychology, 59, 799-812.
Tharp, R. G. (1992). Cultural compatibility and diversity: Implications for the urban classroom. Teaching Thinking and Problem Solving, 14(6), 1-9.
Gilliam, W.S. (2005). Prekindergarteners left behind: Expulsion rates in state prekindergarten systems. New Haven, CT: Yale University Child Study Center. http://www.hartfordinfo.org/issues/wsd/education/NationalPreKExpulsionPaper.pdf
Guernsey, L., Bornfreund, L., McCann, C, & Williams, C. (2014). Subprime learning: Early education in America Since the great recession. Washington, DC: New American Education Policy Program. http://newamerica.net/sites/newamerica.net/files/policydocs/NewAmerica_SubprimeLearning_Release.pdf
Halle, T., Forry, N., Hair, E., Perper, K., Wandner, L., Wessel, J., & Vick, J. (2009). Disparities in Early Learning and Development: Lessons from the Early Childhood Longitudinal Study – Birth Cohort (ECLS-B). Washington, DC: Child Trends. http://www.childtrends.org/Files/Child_Trends-2009_07_10_FR_DisparitiesEL.pdf
Hernandez, D. J., & Napierala, J. S. (2013). Diverse children: Race, ethnicity, and immigration in America’s new non-majority generation. New York: Foundation for Child Development. http://fcd-us.org/sites/default/files/DiverseChildren%20-%20Full%20Report.pdf
Lee, J., Grigg, W., and Donahue, P. (2007).The nation’s report card: Reading 2007. NCES 2007–496. Washington: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. http://nces.ed.gov/nationsreportcard/pdf/main2007/2007496.pdf
Lee, V. E., & Burkam, D. T. (2002). Inequality at the starting gate: Social background differences in achievement as children begin school. Washington, DC: Economic Policy Institute.
National Association for the Education of Young Children (NAEYC). (2009). NAEYC standards for early childhood professional preparation. Washington, DC: NAEYC. http://www.naeyc.org/files/naeyc/files/2009%20Professional%20Prep%20stdsRevised%204_12.pdf
National Center for Children in Poverty. (2013). Delaware demographics of young, poor children.
http://www.nccp.org/profiles/DE_profile_7.html
National Professional Development Center on Inclusion. (2007). Research synthesis points on early childhood inclusion. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author. http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-ResearchSynthesisPointsInclusivePractices-2011_0.pdf
Nores, M., & Barnett, W.S. (2014). Access to High Quality Early Care and Education: Readiness and Opportunity Gaps in America (CEELO Policy Report). New Brunswick, NJ: Center on Enhancing Early Learning Outcomes.
http://ceelo.org/wp-content/uploads/2014/05/ceelo_policy_report_access_quality_ece.pdf
Ray, A., Bowman, B., & Robbins, J. (2006). Educating early childhood teachers about diversity: The contribution of four-year undergraduate teacher preparation programs. http://www.erikson.edu/PageContent/en-us/Documents/pubs/Teachered.pdf
Valeski, T. N., & Stipek, D. J. (2001, July/August). Young children’s feelings about school. Child Development, 72(4), 1198-1213.
Whitebrook, M., Gomby, D., Bellm, D., Sakai, L., & Kipnis, F. (2009). Preparing teachers of young children: The current state of knowledge, and a blueprint for the future. Executive summary (p.1). Berkeley, CA: Center for the Study of Child Care Employment. http://www.irle.berkeley.edu/cscce/wp-content/uploads/2009/01/teacher_prep_summary.pdf
The Shift from All to Each and Every
· DEC/NAEYC. (2009). Early childhood inclusion. Chapel Hill: The University of North Carolina, FPG Child Development Institute. http://npdci.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion
· NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC: Author. http://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf
· NAEYC. (2010). Standards for initial & advanced early childhood professional preparation programs. Washington, DC: Author. http://www.naeyc.org/ncate/files/ncate/NAEYC%20Initial%20and%20Advanced%20Standards%2010_2012.pdf
Great overall resources
Derman-Sparks, L,. & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC.
Delaware Early Childhood Resource Toolkit
http://www.greatstartsdelaware.com/resources/DE-IHE-TOOLKIT-2014-04.pdf
Cultural Diversity
Concepts / ResourcesImpact of culture on learning and development / · Dimensions of personal culture (activities)
· The Changing Face of the United States: The Influence of Culture on Early Child Development http://www.zerotothree.org/site/DocServer/Culture_book.pdf?docID=6921
· Diversity: Contrasting Perspectives http://learningseed.vidcaster.com/j7Dj/diversity-contrasting-perspectives/
· The Effect of Poverty on Child Development and Educational Outcomes http://digitalcommons.calpoly.edu/cgi/viewcontent.cgi?article=1002&context=psycd_fac
Importance of seeing and supporting each child’s potential / · Being Black Is Not a Risk Factor: A Strengths-Based Look at the State of the Black Child http://www.nbcdi.org/sites/default/files/resource-files/Being%20Black%20Is%20Not%20a%20Risk%20Factor_0.pdf
· Cultural Competency: What It Is and Why It Matters http://www.californiatomorrow.org/media/ccompetecy.pdf
· The Danger of a Single Story https://www.youtube.com/watch?v=D9Ihs241zeg
· Highlighting the Positive Development of Minority Children http://www.srcd.org/sites/default/files/documents/washington/spr_brief_minority_children_2013_10_11.pdf
· Positioning Young Black Boys for Educational Success http://www.ets.org/Media/Research/pdf/PIC-PNV19n3.pdf
· Positive Development of Young Minority Children http://www.srcd.org/sites/default/files/documents/washington/spr_272_final.pdf
Linguistic Diversity
Concepts / ResourcesDual language learners / · Important to Know: Dual Language Learner Facts, Figures, and Findings
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/docs/important-to-know.pdf?utm_medium=email&utm_campaign=NCCLR%20Spring%20to%20Spring%20E-blast%20-%20June&utm_content=NCCLR%20Spring%20to%20Spring%20E-blast%20-%20June+CID_11da257f101a09baafca950a957769cf&utm_source=CM%20Eblast&utm_term=Important%20to%20Know%20Dual%20Language%20Learner%20Facts%20Figures%20and%20Findings
· PreK-Third: Challenging Common Myths About Young English Language Learners: An Update to the Seminal 2008 Report
http://fcd-us.org/sites/default/files/Challenging%20Common%20Myths%20Update.pdf
· Same-Different-Diverse: Understanding Children Who Are Dual Language Learners http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/docs/same-different-diverse.pdf
Importance of supporting home language; benefits of bilingualism / · Gathering and Using Information That Families Share
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/docs/dll_background_info.pdf?utm_medium=email&utm_campaign=NCCLR%20Spring%20to%20Spring%20E-blast%20-%20June&utm_content=NCCLR%20Spring%20to%20Spring%20E-blast%20-%20June+CID_11da257f101a09baafca950a957769cf&utm_source=CM%20Eblast&utm_term=Gathering%20and%20Using%20Language%20Information%20that%20Families%20Share
· The Importance of Home Language series
https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/center/home-language.html?utm_medium=email&utm_campaign=NCCLR%20Spring%20to%20Spring%20E-blast%20-%20June&utm_content=NCCLR%20Spring%20to%20Spring%20E-blast%20-%20June+CID_11da257f101a09baafca950a957769cf&utm_source=CM%20Eblast&utm_term=The%20Importance%20of%20Home%20Language%20Series
· Multilingual Children: Beyond Myths and Toward Best Practices http://fcd-us.org/sites/default/files/Multilingual%20Children%20Beyond%20Myths%20and%20Towards%20Best%20Practices.pdf
Cultural and Linguistic Diversity
Concepts / ResourcesEnvironments that support diverse young learners / · Articles on Classroom Environments for Diverse Young Learners http://www.teachingforchange.org/programs/anti-bias-education/articles#classroom_environment
· California’s Best Practices for Young Dual Language Learners: Research Overview Papers http://www.cde.ca.gov/sp/cd/ce/documents/dllresearchpapers.pdf
· How Can You Create a Learning Environment that Respects Diversity http://www.adl.org/assets/pdf/education-outreach/How-Can-You-Create-a-Learning-Environment-That-Respects-Diversity.pdf
· Revisiting and Updating the Multicultural Principles for Head Start Programs Serving Children Ages Birth to Five: Learning Extensions
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/operations/mgmt-admin/diversity/multiculturalism/revisiting.htm
· What Early Childhood Educators Need to Know: Developing Effective Programs for Linguistically and Culturally Diverse Children and Families http://www.naeyc.org/files/tyc/file/WhatECENeedToKnow.pdf
Interactions that support diverse young learners / · On the One Hand, On the Other Hand (activity)
· Pathways to Cultural Competence Program Checklist http://www.pakeys.org/uploadedContent/Docs/Early%20Learning%20Programs/Other%20Programs/Programs%20Checklist.pdf
· Pathways to Cultural Competence Teacher Checklist http://www.pakeys.org/uploadedContent/Docs/Early%20Learning%20Programs/Other%20Programs/Teachers%20Checklist.pdf
· Promoting Cultural Diversity and Cultural Competency: Self-Assessment Checklist for Personnel Providing Services and Supports in Early Intervention and Early Childhood Settings
http://www11.georgetown.edu/research/gucchd/nccc/documents/checklist.EIEC.doc.pdf
· Quality Benchmark for Cultural Competence Tool
http://www.naeyc.org/files/naeyc/file/policy/state/QBBC%20Tool%20FINAL%20609.pdf
· Starting Small: Teaching Tolerance in Preschool and the Early Grades http://www.tolerance.org/kit/starting-small
· Strategies for Supporting All Dual Language Learners http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/docs/dll-strategies.pdf
4
On the One Hand—On the Other Hand
Situ-ation / On the one hand / On the other hand / Possible strategies for resolving these differences(what would you do?)
#1 / A family hates to see their child messy. They believe that clothes indicate the quality of the family. They believe that they are sending their child to “school”, and the child who goes to school clean and well-dressed shows the parents’ respect for education. It is very upsetting to them when their child is picked up wearing clothes full of grass stains, food, or finger-paint. They cannot accept the suggestion of sending their child to school in old clothes; it doesn’t fit in with their image of decency. / A caregiver provides messy sensory activities. She feels strongly about the importance of sensory experiences as part of play, learning, and development.
#2 / A baby can’t sleep alone, and gets very upset when put into a crib by himself. He comes from a large family and is used to sleeping the midst of activity. / A caregiver believes that babies should sleep alone in a crib—tucked away in a relatively dark, quiet spot (the nap room). Licensing agrees. At first the caregiver thought that the baby would get used to the center’s approach, but he didn’t. He becomes distraught and refuses to sleep when he is put into a crib in the nap room.
#3 / Several families in the child care setting want their babies to be held all the time, not put down on the floor. They believe that human relationships, established through constant contact and interaction, are more important than playing with objects and being on the floor. / A caregiver keeps putting babies on the floor to play with objects and toys. She knows that safety issues are a big concern, as well as dirt, germs, and drafts. She knows that in some homes the floor isn’t a safe place for babies. She is determined to educate the parents about the value of freedom of movement.
#4 / A parent maintains that her one-year old is toilet trained. At home the baby does not wear diapers or complicated clothing. Opportunities to use the toilet are provided regularly by the mother at home; thus the baby has few or no “accidents”. The parent expects the same arrangement in the child care setting. / The caregiver feels certain that the parent is trained, not the baby. To the caregiver, a child must be old enough to go to the toilet independently, wipe, wash hands, and so forth. The caregiver feels strongly that she has neither the time nor the relationship with the baby to use the family’s techniques in the care setting.
Situation / What REALLY happened next
#1 / Resolution came through understanding and negotiation, with both parties seeing the other’s perspective and both parties compromising. The caregiver educated herself. She went to some trouble to find out why being clean was so important to this family. It took lots of talking before she found out that this family had had an experience with Child Protective Services accusing a neighbor of neglect because her child often looked dirty. While the caregiver was getting educated, she was also educating the parents about the importance of sensory experiences. Finally, they came to an agreement that the caregiver would change the clothes of the child during messy play, or at least make very sure she was covered up, so that when the parents returned they would find their child as they left her. The parents were not completely convinced that messy experiences were important, but they said it would be okay as long as their daughter’s clothes weren’t involved. The caregiver continued to think that they were overly concerned about appearances, and neither side gave up on reforming the other side.
How do you feel about this approach?
#2 / Resolution came through caregiver education. The caregiver discovered that the baby went to sleep easily in the play area on a mattress with other children snuggling or playing around him. The caregiver had no objection to letting him nap in the play area, but that approach to napping was against regulations. Once the caregiver saw the family’s perspective, she was convinced that licensing needed to change, not the family. She was able to get a waiver once she convinced them that she was only able to fulfill the spirit of the regulation—that each child has a right to undisturbed sleep—if she didn’t isolate the child in the nap room.
How do you feel about this approach?
#3 / Resolution came through parent education. The caregiver worked with the families to clarify their goals for their children, leading the families to realize that freedom to move was vital to their children’s development. She showed the parents how their children would be safe on the floor by having immobile babies fenced off from the mobile ones.
How do you feel about this approach?
#4 / There was no resolution. Although the caregiver didn’t change her own approach to toilet training, she was respectful of someone who did something different from what she did. She was accepting of the difference, rather than feeling angry or superior to the family members. Though unresolved, the conflict was managed by both parties. The mother continued to “catch” her child at home, and put diapers on when she was in day care. Neither the parent nor the caregiver felt entirely satisfied, but both parties managed to cope and weather it through until the child was old enough to become independent in her toileting.
How do you feel about this approach?
Created by Camille Catlett () based on the following article: Gonzalez-Mena, J. (1992, January). Taking a culturally sensitive approach in infant-toddler programs. Young Children, 47(2), 4-9.
4
[1] This handout was developed by Camille Catlett (919/966-6635; ) and is available to download at http://fpg.unc.edu/presentations/resources-supporting-young-children-who-are-culturally-and-linguistically-diverse-mast