STARS 20 Hour Basic Online for School-Age Staff  

Training Designed for Washington State Child Care Professionals
20 Hour Basic Training Provided by Successful Solutions Training in Child Development in Partnership with Claudette Lindquist, Advanced STARS Educator

Module 1 - Child Growth and Development: The School-Age Child

Module 1: Page 18

Chapter 5: Anti-Bias Program

Providing a Culturally Relevant, Anti-Bias Program

Not all materials produced for children are appropriate.

You should be especially careful with materials that are more than ten years old. Be a selective consumer. Throw out negatively stereotyped images and stories. To expand children’s understanding, look for materials that correctly and appropriately portray people from diverse backgrounds.

Young children do not understand concepts like “in the past” or “a long time ago". Pictures of people who are Native American should be contemporary, not pictures of a person dressed in the native clothing of 75 years ago.

There are many types of learning materials that can help children to become more aware of other people and celebrate their own heritage. When you are setting up your classroom, think of it as the “home away from home” for your children and families. Ask yourself, “How can I make this a warm and welcoming place for myself and for our families?”

Examples of materials to help ensure your setting is sensitive and respectful to all people include:

  • Books, pictures and materials accurately depicting men, women, and children of different family structures, races, cultures, ages, abilities, and occupations living their daily lives and solving problems (avoid any books that contain stereotyping roles and pictures)

  • Puzzles, pictures, and toys representing various cultures and non-traditional male and female occupations

  • Music from various cultures

  • Pictures representing a diversity of cultures and gender roles. Pictures will mean more to children if you discuss them before putting them up

  • Dramatic play materials encouraging a variety of gender play and role playing of persons in other cultures and with differing abilities

  • Male and female dolls representing a diversity of races, cultures, and abilities

  • Opportunities for children to experience a variety of languages in spoken, song, or written form, including Braille and Sign Language

  • Foods of different cultures for snack, lunch, and special celebrations

  • Activities to promote understanding, well-being, and acceptance of others

  • Activities to respect cultural and linguistic diversity

 

Inclusion

The child care program should be designed to be inclusive of all children, including children with identified disabilities and special learning and developmental needs.

 

The Americans with Disabilities Act (ADA), effective 1992, states that people with disabilities, including physical, mental, and/or medical have rights in public accommodations, including early childhood programs.

Necessary modifications will vary depending upon the type and number of children with differing needs and abilities who are served by your program. The inclusion of children with disabilities or special learning and developmental needs may necessitate lower staff-child ratios, specialized staff training, and special environmental arrangement and equipment.

 

Assignment

 

 

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