NAEYC states ‘for optimal development and learning of all children, educators must accept the legitimacy of children’s home language, respect (hold in hig

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Learning Objectives

By the time you reach the end of this chapter, you should be able to do the following:

1. Discuss ways for early childhood educators to become culturally competent.

2. Describe NAEYC’s concepts of cultural competence.

3. Identify the elements of a culturally inclusive classroom.

4. Explain how prejudice develops in early childhood and describe teaching strategies to avoid it.

5. Discuss the effect media has on the way children perceive diversity and describe how to use media to promote diversity.

Building Early Childhood Professionals’ Cultural Competence

2

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CHAPTER 2Section 2.1 Building Cultural Competence Among Early Childhood Educators

Introduction

Eddie is a White preschooler with a genuine curiosity about everything. He was the first to ask how plants grow and how cars run. One day he asked Michael, an African Amer- ican classmate, whether his skin was brown because he had drunk too much chocolate

milk. Eddie was honestly attempting to make sense of what he observed: he noticed the pattern between the African American child bringing chocolate milk for lunch and having darker skin than the rest of the children in the class.

In situations like this, teachers have to think about how to guide such conversations between chil- dren. We do not want to stifle children’s natural cognitive development process, and we do not want to make them feel ashamed about being curious and asking questions. The goal is to be able to provide children with accurate, yet developmentally appropriate, information about why they might be observing certain physical differences between children.

The purpose of this chapter is to build the cultural competence of early education teachers so they will be able to effectively teach young children with ethnic, language, and cultural differences, as well as examine the biases in their own teaching and perceptions. This chapter also explores how prejudice and bias may develop inside and outside the classroom, such as through the media, and ways to combat these prejudices and biases by building a more culturally inclusive classroom that affirms the principles of multicultural education.

2.1 Building Cultural Competence Among Early Childhood Educators

How can Eddie’s question be answered so that he does not feel ashamed to ask more ques- tions and Michael does not feel insulted and hurt? Some avenues that Eddie’s teacher can take are to discuss the “science” of skin color: what skin is made of and why people

have different skin colors—including people and children from the same ethnic and racial groups. The teacher can also ask the reverse question of whether Eddie’s skin color is white because he drinks plain white milk or if his skin will turn brown when he drinks chocolate milk.

As the U.S. population becomes more diverse, young children will be asking more questions to understand how they are different and similar from the children and families around them. To determine the best approaches to address these types of questions, which children naturally have, teachers have to be culturally competent.

What does this mean? Being culturally competent is an ongoing and long-term process (Table 2.1) that demands enthusiasm and curiosity about other cultures and a willingness to adapt educa- tional practices to mirror the values and special characteristics of children and their families. Cul- turally competent teachers are able to effectively educate children and work with families from ethnic, racial, lingual, and cultural backgrounds that are different from their own. Within an edu- cational setting, cultural competence means finding ways to infuse knowledge and appreciation of other cultures into daily practice. Being culturally competent is not a skill we are naturally born with, but everyone can learn this skill and get better at using it (Cross, Bazron, Dennis, & Isaacs, 1989; Whittman & Velde, 2002).

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CHAPTER 2Section 2.1 Building Cultural Competence Among Early Childhood Educators

As shown in Table 2.1, the first developmental stage is cultural destructiveness, which represents attitudes and behaviors that are typically destructive to cultures and individuals. One extreme example of this is cultural genocide, in which one group is trying to erase the presence of another culture. The period of Jim Crow segregation laws in the United States, when African Americans were dehumanized through various laws, also falls into this category. Cultural destructiveness often occurs in classrooms when children are prohibited from speaking their home language.

The last and most positive developmental stage of cultural competence is cultural proficiency, which involves the ability to respect and enjoy all cultures. Cultural proficiency is evidenced by flexible and culturally sensitive practices that take into account the cultures of children and fami- lies. Teachers display cultural proficiency when they are continually seeking ways to understand and incorporate various cultural practices and norms into all aspects of their classrooms and instructional practices. These teachers are aware of the culture of the classroom—how children may respond to that culture and how it may be different from their home culture—and they seek ways to bridge the gap. For example, if a teacher sees that the culture of the classroom is quite

Table 2.1: Developmental Stages of Cultural Competence

Stage Description

Cultural destructiveness The most negative stage, which is represented by attitudes, policies, and practices that are destructive to cultures and individuals (e.g., cultural genocide).

Cultural incapacity Not intentionally seeking to be culturally destructive, but lacking the capacity to help minorities, ensuring the system remains biased (e.g., discrimination, low expectation).

Cultural blindness Expresses a philosophy of being unbiased. Programs or individuals function with the belief that color or culture make no difference and everyone is the same. The consequences make services so ethnocentric that they are virtually useless to all except the most assimilated individuals of color.

Cultural precompetence Exemplified by the realization of bias in serving or interacting with minorities and attempting to improve some aspects for some groups. Dangers include a false sense of accomplishment or failure to move forward.

Cultural competence Acceptance and respect for differences, continuing self-assessment regarding culture, careful attention to the dynamics of differences, continuous expansion of cultural knowledge and resources, and a variety of adaptations to service models in order to better meet the needs of minority populations (e.g., seek advice from minority communities).

Cultural proficiency The most positive stage, which is characterized by holding culture in high esteem. Cultural proficiency is evidenced by attitudes that are less biased, policies that are more flexible and culturally sensitive, and practices that are congruent with the cultures of children and families.

Sources: Towards a Culturally Competent System of Care (Vol. 1), by T. L. Cross, B. J. Bazron, K. W. Dennis, & M. R. Isaacs, 1989, Child and Adolescent Service System Program Technical Assistance Center, and Assessing Preservice Teachers’ Cultural Competence With the Cultural Proficiency Continuum Q-Sort, by D. R. Cormier, 2021, Educational Researcher, 50(1), 17–29 (https://doi.org/10.3102/0013189X20936670).

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CHAPTER 2Section 2.1 Building Cultural Competence Among Early Childhood Educators

(continued)

rigid, they may pursue strategies to increase flexibility in where and how children sit, as well as how children use time, because they have observed that some children benefit from additional movement, more peer-to-peer interaction, and less focus on structured segments of time.

Figure 2.1 is a self-test that helps teachers assess their areas of strength and weakness in cultural competence.

Figure 2.1: Cultural Competence Self-Test

The following self-assessment can assist teachers in identifying areas in which they can improve the quality of the classroom culture and environment to meet the needs of a culturally diverse population.

This checklist is intended to heighten the awareness and sensitivity of personnel to the importance of cultural and linguistic competence in early childhood education settings. It provides concrete examples of the kinds of beliefs, attitudes, values and practices that foster cultural and linguistic competence. There is no answer key with correct responses. However, if you frequently responded "rarely/never," you may not necessarily demonstrate beliefs, attitudes, values and practices that promote cultural and linguistic competence.

Directions: Please rate each item listed below.

Cultural Competence Self-Test

Physical Environment, Materials and Resources

Communication Styles

1. I display pictures, posters, artwork and other decor that reflect the cultures and ethnic backgrounds of children and families served.

2. I ensure that written materials, including books, magazines, brochures and other printed materials are of interest to and reflect the different cultures of children and families served.

3. When using videos, films or other media resources for learning, I ensure that they reflect the cultures and ethnic background of children and families served.

4. I ensure that printed information disseminated by me takes into account the average literacy levels of individuals and families receiving services.

5. I identify the primary language spoken by families.

6. When interacting with children and families who have limited English proficiency, I keep in mind that their limited ability to speak English has no bearing on their ability to communicate effectively in their primary language.

7. I use trained interpreters for meetings or other events for families who need or prefer this level of assistance.

8. When possible, I ensure that all notices and communications to families are written in their primary language.

9. I understand that it may be necessary to use alternatives to written communications for some families.

Frequently Occasionally Rarely/Never N/A

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CHAPTER 2Section 2.1 Building Cultural Competence Among Early Childhood Educators

Figure 2.1: Cultural Competence Self-Test (continued)

But how does a teacher become culturally competent? This will likely entail developing “certain personal and interpersonal awareness and sensitivities, developing certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching” (Diller & Moule, 2005, p. 5). To build cultural competence, Diller and Moule (2005) pro- pose six essential skills: (1) valuing diversity, (2) engaging in self-assessment and self-awareness, (3) assessing the culture of your organization, (4) understanding the history of cultural interac- tions, (5) institutionalizing cultural knowledge, and (6) adapting to diversity (Figure 2.2).

Source: Adapted from Healthy Start Coalition of Pinellas. www.healthystartpinellas.org

Values and Attitudes

10. I avoid imposing values that may conflict or be inconsistent with those of cultures or ethnic groups other than my own.

11. I intervene in an appropriate manner when I observe other staff, children, or families engaging in behaviors that show cultural insensitivity, racial biases and prejudice.

12. I understand that age, gender and life-cycle factors must be considered in interactions with individuals and families (e.g., high value placed on the decision of elders, the role of eldest male or female in families, or roles and expectation of children within the family).

13. Even though my professional or moral viewpoints may differ, I accept families as the ultimate decision makers for services and supports they deem relevant for themselves and their children.

14. I recognize that the meaning or value of early care and education may vary greatly among cultures.

15. I accept that religion and beliefs may influence how families respond to requests from schools (e.g., teachers are the experts in teaching young children and not parents).

16. I keep abreast of the major research and issues for ethnically and racially diverse families residing in the geographic locale served by my program (e.g., violence, health challenges, school closure).

17. I am well versed in developmentally appropriate and best practices for ethnically and racially diverse children groups within the geographic locale served by my program.

18. I avail myself of professional development and training to enhance my knowledge and skills in the provision of a high quality learning environment to culturally, ethnically, racially and linguistically diverse children.

Frequently Occasionally Rarely/Never N/A

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CHAPTER 2Section 2.1 Building Cultural Competence Among Early Childhood Educators

Figure 2.2: Core of Cultural Competence

Skills such as valuing diversity and being self-aware are necessary for developing cultural competence.

Source: Based on Diller, J. V., & Moule, J. (2005). Cultural Competence: A Primer for Educators. Belmont, CA: Thomas Wadsworth.

Valuing Diversity This first skill means valuing and respecting different cultural, ethnic, and religious backgrounds and customs. Those who value diversity understand that people have different cultural traditions, which can result in differences in communication, traditions, and family structures. For example, a matrilineal culture is one in which family history is traced through the mother’s ancestry. This is different from the patrilineal culture often seen in the United States, where family history is traced through the father’s ancestry. In matrilineal cultures, a child’s maternal uncle plays a cen- tral role in caretaking, while the father resides in another household. This uncle may have more of a relationship with the child than the father does, which is different from many mainstream U.S. families. In this type of family structure, only members of the mother’s family may attend school events and meetings, and important conversations regarding the child involve the child’s maternal uncle. Rather than assuming that a father is not around, a teacher should seek ways to determine whether there is a father or a father figure that should be engaged in the child’s learning.

Valuing diversity and respecting that people

have different traditions and norms

Engaging in self- awareness and

reflection that guide practices and

interaction

Understanding the history of cultural

interactions

Integrating culture in all aspects of organization,

classroom, teaching materials, etc.

Adapting activities to be more culturally relevant

to children

Assessing your organization’s culture

Core of Cultural

Competence

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CHAPTER 2Section 2.1 Building Cultural Competence Among Early Childhood Educators

Other cultural variations are also seen in parenting. For example, in some cultures there are fewer parent-child verbal interactions because children are viewed as passive, which may be viewed as neglect through a Western, European-American lens. Research has also noted that African-American parents display more authoritarian parenting compared to White parents, who are viewed as more authoritative (Iruka & Barbarin, 2009). Authoritarian parenting has been characterized as control- ling, punitive, harsh, and intrusive, with little warmth or sensitivity directed toward the child. In con- trast, authoritative parenting has been described as sensitive, warm, and encouraging of autonomy, while also placing limits and expectations on children’s behavior.

However, when African American parenting is viewed through a culturally sensitive lens, it is found that African American parents show a distinct type of parenting that can be called “tough love,” which incorporates authoritarian and authoritative par- enting (Brody & Flor, 1998; Iruka, LaForett, & Odom, 2012). This type of parenting is used to ensure that children are safe and prepared for their life as an African American in a society that is biased against them. Thus, valuing the cultural variations in indi- viduals’ lives helps teachers to better connect with families and the children they teach. Understanding how parents’ life experiences shape their parenting styles can minimize judgment and ensure respectful collaboration.

It is also important to know that though there are similarities within racial or ethnic groups, there are also intracultural differences. This means, for example, that though African Americans may share many of the same historical and social experiences, they may differ along lines of region (e.g., north vs. south, rural vs. urban), gender, and social class. For example, consider a lower-income African-American family living on the south side of Chicago, Illinois, and a higher-income African-American family living in the suburbs of San Francisco, California. These two families may have different viewpoints about child- rearing (e.g., levels of permissiveness, amount of structure). Teachers who value diversity work to understand the similarities and differences among children’s and families’ lives, regardless of their own ethnic, racial, or religious background, for the purpose of creating an environment that values the cultures children are immersed in at home.

One way to begin to value diversity is to learn about the cultures and lives of all the children in your classroom. This can entail asking every child what they did on Saturday or asking each family to share events they celebrate and how they do so. Being curious and proactive in exploring the cultures and customs of children and families in your program can strengthen the home-school con- nection and the relationships among teachers, children, and families.

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Each culture has their own ways of parenting their children. Early childhood educators must be aware of these differences and take them into consideration when interacting with children and their parents.

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CHAPTER 2Section 2.1 Building Cultural Competence Among Early Childhood Educators

Engaging in Self-Assessment and Self-Awareness This second skill means understanding your own culture, including how your experiences, beliefs, values, and interests shape your culture. For example, a preschool teacher may have grown up in

a two-parent, middle-class family that went to church every week and valued spending time with the extended family members who lived in the same neighbor- hood. This cultural background shapes the teacher and how she may interact with a child who is growing up in a low-income household with a single parent who describes herself as athe- ist. Awareness of your own cul- ture and how it differs from oth- ers’ can facilitate communication between teachers and children from different cultures.

Self-assessment also can lead to self-awareness about biases and stereotypes that you may hold about the groups to which you

belong—and those you do not. Unexamined biases can show up in both obvious and subtle ways, such as the pictures and books that a teacher selects for the classroom.

One way to begin a self-assessment is to ask yourself what are the positive aspects (or perceived positive aspects) of your cultural or ethnic groups and then asking what are the negative aspects (or perceived negative aspects) of your cultural or ethnic groups. Follow this same process with other cultural and ethnic groups. What do you see as the positive and negative attributes of other cultural and ethnic groups? For example, you may view your group as hardworking and see that as a positive characteristic. However, if you view another group as less hardworking and always seek- ing a “handout,” you may view children from that group as not being capable of working hard, and you may have low expectations of them. Being aware of how you see yourself and others will help you discern how certain expectations and behaviors influence interactions with and perceptions of others—especially children.

Assessing the Culture of Your Organization In addition to assessing your own culture, it is also important to assess the culture of your organi- zation, which may be incompatible with the cultures of some children and families you serve. For example, some early childhood programs have firm schedules, and children are expected to be present at specific times. In some cultures, exact time is not used or valued highly, so children’s “tardiness” may not be seen as negative (Curenton, 2011).

Assessing the culture of your organization also includes assessing the culture of your classroom. You can begin by examining the materials of the program or classroom to determine if they are anti-bias and inclusive. Do the pictures and characters reflect the program’s and the larger

Digital Vision/Digital Vision/Thinkstock

An instructor of diverse students must understand that students grow up in many different family configurations, including being raised by a single parent.

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CHAPTER 2Section 2.1 Building Cultural Competence Among Early Childhood Educators

community’s demographics? Do the events and activities draw from the many cultures repre- sented in the program and the United States as a whole? Do any languages in the materials match the home languages of the children in the program?

Another area to explore is the climate of the classroom and program. This can be examined by exploring how much “talking” is allowed, by whom, and under what circumstances. Children may perceive that only adults and certain children are allowed to talk, which may send a message to them that their thoughts and voices are not important. It is important to acknowledge these com- munication patterns, whether they reveal individual children’s voices being inhibited, or division due to children’s ethnicity, gender, or some other attribute. Continuous examination of classroom and program culture, which may unduly impact children’s experiences, is one way of becoming culturally competent.

Understanding the History of Cultural Interactions Historically, Native Americans and African Americans have experienced racism, discrimination, and oppression from members of the dominant White American culture. These experiences are embedded within the larger Pan-American culture, and have collectively fostered generations of mistrust between these groups and White Americans. This mistrust can manifest itself in many ways, even today. For example, a Native American teacher may perceive that her perspectives are often ignored by her White program director in favor of the points of view from her White col- leagues. A White teacher may feel isolated from her African American colleagues because she is not invited out with them for lunch and often is not part of their social conversations. Understand- ing the history of cultural interactions can help in ensuring that individuals do not feel that they are being insulted or excluded.

Similarly, understanding the history of cultural discrimination and oppression in the United States will provide background for teachers to help them understand that some parents hold prejudice and biases against certain groups and, thus, may be teaching their children negative stereotypes. In such situations, teachers must strike a balance between respecting families’ beliefs and feel- ings, while ensuring that all the children in their classroom are engaging respectfully with each other, regardless of their ethnic and cultural backgrounds.

Institutionalizing Cultural Knowledge A core part of cultural competence is integrating knowledge about culture into all aspects of the early childhood education program and its classrooms—from books and materials to activities and interactions. Representations of cultural groups should go beyond stereotypes to show groups in both historically traditional activities as well as modern day activities; for example, photographs can show Native Americans as judges and doctors, as well as participants in traditional ceremo- nies. Similarly, images of Black males should expand beyond their roles as athletes and entertain- ers to include the vast array of occupations they hold, from president to teacher.

Teachers can take advantage of professional and education opportunities that expand their cultural competence. Through increased knowledge and cultural competence, one can begin to provide suggestions and guidance to colleagues, as well as program administrators, about the importance of ensuring that the program is valuing diversity, engaging in self-assessment and self-awareness, assessing its own culture, understanding how history may influence interactions among staff, and seeking ways to integrate cultures into all aspects of the program.

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CHAPTER 2Section 2.2 NAEYC’s Framework for Cultural Competence in Early Childhood Classrooms

Teachers may also be able to influence institutional cultural knowledge by engaging in conversa- tions regarding racial, ethnic, and language diversity with coworkers and seeking ways to learn about the different cultures of the families of the program’s staff. One avenue is monthly retreats or meetings at which the school community, including teachers and staff, share interesting aspects of themselves and their cultural traditions and history. Another avenue is teachers sharing with each other the best strategies they have found to ensure that their classrooms and instructions are culturally meaningful for all the children in the classroom. Retreats and meetings can also include families in order to learn about their cultural traditions.

Adapting to Diversity The sixth skill for becoming culturally competent focuses on adapting activities to fit the cultures of children in the classroom. This entails finding ways for children to experience a variety of cul- tures unfamiliar to them, as well as integrating their cultural and familial traditions into all aspects of the classroom. For example, learning centers can incorporate clothing, food, and artifacts from a variety of places. Books in the classroom can include differ- ent racial, cultural, and religious groups, as well as different types of families, such as gay, lesbian, and interracial families. Beyond ensuring that the materials are culturally relevant and meaning- ful for all children, teachers can also adapt to the diversity of their student population by asking for ideas from children.

The goal of cultural competence is to ensure that children’s lives and cultures are integrated into all aspects of the classroom to enhance their learning and engagement. In addition, beyond race, ethnicity, and culture, chil- dren are also diverse in their interests and learning styles. Thus, ascertaining children’s indi- vidual perspectives, learning styles, and cultures of origin can help teachers ensure they are meet- ing the cognitive and emotional needs of all the children in their classroom.

2.2 NAEYC’s Framework for Cultural Competence in Early Childhood Classrooms

In 1995, NAEYC published a position statement emphasizing that linguistic and cultural diver- sity is an asset that should be nurtured in education environments. In this statement, NAEYC charged early childhood programs with creating education environments that respect diver-

sity, recognize children’s emotional ties to their families, and promote second language acquisition

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