Frank Porter Graham Child Development Institute



Master Class 1Supporting Diverse Young Children and Their Families50800125730002477770105410Rosemarie AllenMetropolitan State University of Denver rallen49@msudenver.edu Camille CatlettFrank Porter Graham Child Development Institutecamille.catlett@unc.edu00Rosemarie AllenMetropolitan State University of Denver rallen49@msudenver.edu Camille CatlettFrank Porter Graham Child Development Institutecamille.catlett@unc.edu3195320571500Resources for Master Class 1 are available online at Preschool SuspensionsRosemarie Allen Ted Talk Suspension Data Inequities in Preschool Suspensions Preschool Study Suspensions and the Role of Implicit Bias Disparities: Myths and Facts Administration for Children and Families, Webinar Series on Suspension and Expulsion in Early Childhood Responsive Teaching7 Principles of Culturally Responsive Teaching Center on Cultural and Linguistic Responsiveness: Responsive Teaching Matters Culturally Responsive Styles and the Importance of Self Reflection Influences in Children’s Play Resources from Rosemarie’s PresentationKids on Race The Hidden PictureStudy Methodology and Results Video Learning (NOT) To Talk About Race: When Older Children Underperform in Social Categorization teacher dragging student into pool throws student from desk HYPERLINK "" The Monkey Business Illusion (selective attention test) Kiri Davis: A Girl Like Me (child reactions to black and white dolls) Ron Clark Academy videos Source: Bradshaw, W. (2012). A framework for providing culturally responsive early intervention services. Young Exceptional Children, 16(1), 3-15. Our Personal CultureIceberg Concept of Culture 3: Discovering Your Personal Culture Childhood Experiences (ACEs)Aces Too High? Adverse Childhood Experiences Prevention Association Test Issues to Consider as Part of a Philosophy of Education AssignmentFor more ideas, go to Culture, Diversity, and Equity Resources Learning about the Culture(s)/Stories of OthersThe Danger of a Single Story family storiesTaped family storiesWritten storiesVermont PersonasSetting Expectations scenariosFriends at SchoolAssume Nothing videos (page 5)The Lunch Date Relevant and Responsive PracticesDo Early Educators’ Implicit Biases Regarding Sex and Race Relate to Behavior Expectations and Recommendations of Preschool Expulsions and Suspensions?’s Hard to Be What You Can’t See 4 It’s Hard to Be What You Can’t See Classroom Practices Observation Checklist No Harm: Creating Welcoming and Inclusive Environments for Lesbian, Gay, Bisexual, and Transgender (LGBT) Families in Early Childhood Settings Engagement Toolkit: Creating an Anti-Bias Learning Environment a Bubble Every Opportunity (sequel to Catch a Bubble) Supporting and Caring for Transgender Children Principles for Early Childhood Leaders Guiding Principles for the Full Participation of Each and Every Young Child and Family DRAFT (page 6)Generic Options for InstructorsExtensionsDilemmas of Daily PracticeVideo 4.1 The Teacher’s Viewpoint Video 4.2 The Family’s Viewpoint RubricsSCRIPT-NC Resources (pages 8-9)Faculty FindsAll resources are free. Anyone can sign up to receive future issues of Faculty Finds. Send an email with no message to subscribe-facultyfinds@listserv.unc.eduPast issues are archived in Portable Document Format (PDF) at Questions to Support an Evolving Vision (page 7)Final ChallengeThe Secret to Changing the World Nothing Video Clips Are You a Boy or a Girl? (long so maybe show just the first 4:30 ending with “a closet is no place for a person to live”)Brandon’s Story: A Mother’s Voice Brown on Empathy ’s waiting room ’s Welcome Father-Daughter Cheerleading Letter to a Teacher Am Human So I Must Be Stereotyped Am Not a Label It’s In Every One Of UsJohn Denver version Pomerantz version a Girl Has No Labels Lunch Date But Different: Alexandra’s Story You’re a Caterpillar Will Never Replace Love Secret to Changing the World Before You Judge a Family People with Down syndrome are Tired of Hearing Beautiful Human Minutes Kind of Asian Are You? the Best of Us Stands Up GUIDING PRINCIPLES FOR THE FULL PARTICIPATION OF EACH AND EVERY YOUNG CHILD AND THEIR FAMILY 8/2017 DRAFTEach and every young child (birth through Grade 3) and family in Vermont has diverse strengths rooted in their unique culture, heritage, language, beliefs, and circumstances. They have gifts and abilities that should be celebrated and nurtured. Full participation means promoting a sense of belonging, supporting positive social relationships, and enabling families and early childhood professionals to gain the competence and confidence to positively impact the lives of each and every child and their family. The Guiding Principles describe what individuals, organizations, and communities understand and do to realize the promise of each and every young Vermont child. They highlight explicit, intentional, and strengths-based practices that are respectful of and responsive to child, family, and community values, priorities, and beliefs. They are consistent with relevant state and national laws and policies. These principles articulate Vermont’s commitment to fully include each and every child and their family in a continuum of meaningful experiences to ensure their health, mental health, safety, happiness, and success now and into the future. We believe that each and every child . . . Learns within the context of secure and authentic relationships, play, and interactions within their environments Deserves equitable access to experiences that acknowledge and build on their uniqueness Deserves opportunities to deeply learn and develop to their full potential through joyful interactions in safe, accepting environments For each and every family, we will…Respect and support them as experts, partners, and decision makers in the learning and development of their children Pledge to be open, genuine, reflective, and respectful listeners and communication partnersBuild caring communities that are accepting of differences and foster a sense of belongingFor each and every child and their family, we will…Promote understanding of the importance of inclusive and effective early childhood experiencesBuild equitable access to opportunities, supports, and servicesAcknowledge and address biases in ourselves and others and the importance of differences such as race, class, gender, family structure, ability, and sexual orientationAdvance policies, procedures, programs, and practices that honor and are supportive of each family’s culture, strengths, structure, expertise, and preferences Provide options, flexibility, and continuity within each community by working collaboratively within and across agencies, programs, and funding sources Expand the number of early childhood professionals who are well prepared, reflect the diversity of the community, and are appropriately compensatedDraw upon evidence and research for practices that are responsive and appropriate to the child’s culture(s), language(s), abilities, developmental level, identities, and needs Questions to Support an Evolving VisionAugust 2017CourseworkDoes coursework provide students with opportunities to increase their knowledge of their own culture, heritage, values, and biases?Does coursework provide learning opportunities and encourage dialogue and reflection about anti-racist and anti-bias curricula and approaches?Does coursework provide opportunities to systematically learn about and from various cultural and linguistic groups in ways that are not stereotypic?Does coursework provide learning opportunities and encourage dialogue and reflection about the skills needed to work with children who are dual language learners and to support home language(s)?Does coursework provide learning opportunities and encourage dialogue and reflection about culturally appropriate methods of interaction, assessment, teaching, and intervention?Does coursework engage students in activities in which they learn how culture, race, ethnicity, language, socioeconomic status, and other factors influence early childhood development and practices?Does coursework draw upon families and their stories as a resource to the instructional process?PracticaDo practica occur in a variety of home and community settings serving diverse young children and families (e.g., homes of participating families, homeless shelters, Early Head Start/Head Start, WIC programs)?Do practica offer opportunities to interact directly with children and families who are culturally and linguistically diverse?Do practica provide opportunities for students to collaborate with and learn from interpreters, translators, and cultural mediators?Program PracticesDoes the program have diverse faculty and staff who reflect the diversity of the students in the program as well as the overall community?Does the program have students who reflect the diversity of the overall community?Does the program have strategies for recruiting faculty and students from culturally and linguistically diverse backgrounds?Does the program draw upon community resources (e.g., guest speakers, co-instructors, service learning opportunities) to support student learning and reflection about diversity?Does the program create environments for learning in which differences are acknowledged, celebrated and respected?Does the program offer supports (e.g., advising, mentoring) for culturally and linguistically diverse students?Resources for Specific CoursesCourse ContentExamplesWhere to Find MoreChild DevelopmentBeing Black is Not A Risk Factor Changing Face of the United States: The Influence of Culture on Early Child Development The Healthy Child: Assembly Required: Child Development Creative ArtsChildhood, Culture and Creativity: A Literature Review Integrating Arts Into Other Subjects Makes Learning Come Alive : Creative Arts Early Intervention/Early Childhood Special EducationCultural Implications and Considerations for Early Childhood Intervention and Early Childhood Special Education Professionals Facilitating the Meaningful Participation of Culturally andLinguistically Diverse Families in the IFSP and IEP Process to Support Inclusive Practices: Children with Exceptionalities Family and CommunityChanging Systems & Practice to Improve Outcomes for Young Fathers, Their Children & Their Families No Harm: Creating Welcoming and Inclusive Environments for Lesbian, Gay, Bisexual, and Transgender (LGBT) Families in Early Childhood Settings Engagement Resources: Child, Family and Community Health, Safety, and NutritionDiversity: Contrasting Perspectives We Play- Cultural Determinants of Physical Activity in Young Children : Health, Safety, and Nutrition Course ContentExamplesWhere to Find MoreInfants and ToddlersDiversity-Informed Infant Mental Health Tenets and Toddlers, Culture, Race and Ethnicity: References for Course Developers SCRIPT-NC: Infants, Toddlers, and Twos to Early Childhood EducationResponding to Linguistic and Cultural Diversity: Recommendations for Effective Early Childhood Education SCRIPT-NC: Introduction to Early Childhood Education Language / LiteracyOral Storytelling Skills Impact Reading Differently for African-American Boys and Girls Your Way to a Culturally Responsive Classroom Resources/ Literacy Resources: Language and Literacy Math/ScienceCommunity-Based Engineering STEM Experiences from a Second Grade Urban Classroom Teachers of Mathematics Integrate the Knowledge and Culture of Families Into Their Practice Science and Math: Resources from the Educational Equity Center Resources Resources Appropriate Positive Guidance With Young Children Responsive Strategies to Support Young Children With Challenging Behavior , Diversity and Equity Resources Vermont Suspension-Expulsion Resources ................
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