RESOURCE SHEET #35
 Canadian Child Care Federation |
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Rationale and Goals In Canada today, families come from many different backgrounds and reflect a wide variety of cultures, languages, life experiences and lifestyles. This trend will continue throughout the 1990s and beyond: diversity is a key dimension of our past, present and future. Given this reality, children are likely to live and learn with people who may be very different from them. To prepare children for life in a diverse society, and to help protect them from bias and discrimination, families and teachers can encourage children's positive feelings about themselves while also |  |
Principles and Strategies
Given the positive attitudes and behaviours we would like to promote, when and how can we help children learn about human similarities and differences? Louise Derman-Sparks, an internationally renowned author and researcher, suggests we can begin in the toddler years. Of course, our words and actions in support of diversity will differ depending on children's "age and stage." Yet some common principles and strategies apply throughout the early years:
In order to help children feel good about themselves, we can give them positive encouragement
about who they are, what they look like and what skills they are learning. This can be done
without making comparisons to others, since positive self-identity does not have to be at someone
else's expense.
"What beautiful brown skin and brown eyes you have."
"I really like the picture you made."
"I enjoy when we talk together and you tell me about your thoughts and feelings."
When discussing diversity, we can stress human similarities first, then help children appreciate
people's differences.
"Everyone needs food, shelter, friendship and love -- but people have many different ways of meetings their needs. Our family's way is just one way. If we try out other choices, we might enjoy them just as much as what we're used to. People have all sorts of ways of doing things that are different and interesting -- it would be boring if everyone did exactly the same things!"
Families and teachers can provide children with lots of positive examples of human diversity.
Select books, pictures, toys and games showing people of different races, all ages, both genders
and differing abilities as capable and involved in all types of activities. Model, through your
words and deeds, interest in a variety of people and differing beliefs, behaviours and customs.
"I've never tried sushi before, here goes!"
"I wonder why our neighbour has those red banners beside her door -- let's ask her."
"We've never celebrated Halloween, it's not part of our culture. Let's ask your teacher more
about it."
As part of fostering critical thinking about bias, we can encourage children to consider what is
"untrue" and "unfair."
"How do you think you'd feel if other children wouldn't let you play just because of how you look, or what you wear, or how you talk?"
Adults can help children understand their rights, make choices and act in ways that reject bias.
"If someone calls you a name that hurts your feelings, you can tell them they're wrong and they shouldn't do that. You can ask the teacher for her help if anyone does that to you, or if you see someone doing that to somebody else."
These example suggest ways to support anti-bias learning in young children. As with all other learning, repetition is important. Children will need many opportunities, over and over again, to explore similarities and differences, to try out new experiences from different traditions, to meet and get to know people from different backgrounds, and to ask questions -- even embarrassing ones that we might not have easy answers for!
Adults don't need to have "all the answers ready" before discussing anti-bias topics. Our own
positive self-identity, our interest in and curiosity about others, and even our ignorance or
misunderstandings, are all part of the journey toward honouring diversity. As children first watch
and then join us on this journey, they will gain attitudes, knowledge and abilities for respecting
and appreciating diversity. These are essential skills for us all -- for today, tomorrow and beyond
into the 21st century.
Reference
Derman-Sparks, Louise et al (1989). Anti-Bias Curriculum Goals. Washington, D.C.: NAEYC.
Available from Louise Derman-Sparks, Pacific Oaks College, Pasadena, California.
This information was prepared by Ruth Fahlman from material in Honouring Diversity Within
Child Care and Early Education: An Instructor's Guide, by Gyda Chud and Ruth Fahlman,
published by the Open Learning Agency of B.C. for the Ministry of Skills, Training and Labour,
Province of British Columbia, 1995. ISBN 0-7718-9429-5. This Resource Sheet may be
photocopied and/or material inserted in other publications if credit is given and a copy forwarded
to the Canadian Child Care Federation, 120 Holland Avenue, Suite 306, Ottawa, Ontario, K1Y
0X6. Telephone: (613) 729-5289. Fax: (613) 729-3159. Spring 1996.
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Posted by the Canada Child Care Federation, July 1997. |
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