Adapted from the National Center for Culturally Response Educational Systems (NCCRESt) Families Objective 4: Students will demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic status and sexual orientation of individuals. The Teaching Research Institute | Western Oregon University The contents of this website were developed under a grant from the U.S. Department of Education #H325N100017. However, those contents do not necessarily represent the policy of the Teaching Research Institute, nor the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Christy Kavulic.

 Review your own cultural beliefs and behaviors so you can broaden your cultural responsivity to preschool children, their families and your (students’) cultures.

 Understand the impact of culture on individuals and systems- why does it matter?

 Develop a diversity perspective- understanding the developmental process of becoming a culturally responsive early childhood professional

 Understand the development of a culturally responsive perspective and pedagogy  Understand what happens when we are NOT culturally responsive

 Entrenamiento Profesional  Experiencia Profesional  Preguntas que tengo acerca de la educación de niños que hablan otro idioma y vienen de diferentes culturas en la escuela prescolar.

How did you feel when the language of the presentation was switched to Spanish?

How did you feel when you were asked to work on an assignment presented to you in Spanish?

How do you think the child and the family feel when they are instructed and expected to learn in a language that they have still yet to fully master?

Activity: Ground Rules

 What would it take to feel safe when talking, sharing, and participating in this session?  Include in your dialogue how a safe, culturally responsive, and interactive learning environment can be created through body language, words and language, physical arrangement, and instructional design.

5 Minutes

  Part 2: Setting Ground Rules.

As a whole group, share suggestions from the small group activity and summarize them into three to five ground rules for this session. 

5 Minutes

A combination of thoughts, feelings, attitudes, beliefs, values, and behavior patterns that are shared by racial, ethnic, religious, or social groups of people.

Two different Culture Lenses:

 Big C: Membership in particular racial/ethnic groups, Between group differences  Little c: Individual cultural identity, continuous and unrelated to any specific group and honors the complexity in each of us; Within group differences

language, food, physical attributes, customs, clothing, gender assumptions, perceptions, biases, values, thought patterns, politics, beliefs, intelligence, learning style, concept of trust, income, habits, desires, skills, imagination, character, moods, world view, sense of purpose

 The arbitrary division of humans according to their physical traits and characteristics. It has been commonly defined as a biological fact, with specific genetic characteristics.

There is only one race. The human race! The Human Genome Project www.hgri.nih.gov/10001772

 1.

2.

3.

Ethnicity is a complex construct that is defined differently in different places: Ancestry Religion, language, caste or tribal group.

A strong sense of belonging that can only be determined by the individual, not assigned by outsiders .

     Ethnic, racial, or gender slurs or jokes Little to no social interaction with different groups Negative comments or expectations regarding other groups Display of symbols offensive to ethnic, gender, racial, or religious groups.

Assumption of favoritism, preferential treatment.

-Diversity tool kit (Gardenswartz & Rowe)

 Recognize differences  Build Your Self-Awareness  Describe and Identify, then Interpret   Don’t assume your interpretation is correct  Verbalize your own non verbal signs  Share your experience honestly  Acknowledge any discomfort, hesitation, or concern  Give your time and attention when communicating  Don’t evaluate or judge  Try to meet the expectations of your communication partner  Develop trust  Respect boundaries

 Define Cultural Responsiveness (3 minutes)

 Cultural responsiveness refers to the ability to learn from and relate respectfully to people from your own and other cultures.

   Increased level of comfort Increased knowledge Increase in freedom   Discovery of passions Increased capacity to teach   Increased resources and knowledge Increased capacity to work with young children and their families

   Develop cultural self awareness Appreciate the value of diverse views Avoid imposing our own values on others

  Examine our own assessment practices for cultural bias Build on the child and families’ cultural strengths

 Discover your child and families’ primary cultural roles  Learn what you can about various cultures  Accept your own naiveté  Enjoy the journey

      Your library and school events Professional journals Websites such as CLAS Local cultural celebrations Local culturally-based organizations Your culturally and linguistically diverse friends

 Review your own cultural beliefs and behaviors so you can broaden your cultural responsivity to young children and families and your (students’) cultures.

 Understand the impact of culture on individuals and systems- why does it matter  Develop a diversity perspective understanding the developmental process of becoming a culturally responsive educational professional

 Understand the development of a culturally responsive perspective and pedagogy  Understand what happens when we are NOT culturally responsive  Take advantage of resources to learn about other cultures. Use the library, parents, coworker, or cultural celebrations to increase your knowledge.