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FOR SPECIFIC INFORMATION ABOUT INCLUDING CHILDREN WITH SPECIAL NEEDS - See Children with Special Needs and Allergies, Asthma and Other Chronic Conditions Sections


• Does the program provide and incorporate learning experiences that promote many cultures and celebrating differences in a positive way?


• Are menus planned with foods representing different cultures?



Examples:
Fruits from a region are incorporated into the menu.
Different tastes are expressed in a positive way like "Wow, that sure is salty" instead of "Oh yuck, that's awful!"


• Are a variety of holidays, representing different cultures and religions, celebrated and part of the curriculum?



Example: Families are encouraged to share their holiday traditions such as games, music and dancing
For a list of events and holidays from around the world, go to http://www.earthcalendar.net


• Are songs and greetings from many cultures and languages (including sign language) part of the curriculum?



For examples of songs and nursery rhymes from around the world, go to:
http://www.mamalisa.com/world/


• Are there displays, posters and learning materials available that picture people with different abilities and different family arrangements that go against old stereotypes?



Examples:
A plump woman lifts weights.
A poster of an Hispanic doctor instead of an Hispanic man taking a "siesta".
A story about family birthdays where the main characters are from different racial backgrounds, but the story is not about them being a "mixed race family".


• Are there books that reflect different cultural traditions?



• Do field trips vary by exploring different neighborhood communities or seeing an exhibit at a local museum or gallery that celebrates a different part of the world?



• Do play opportunities strengthen the child's identity as a member of a family and a cultural community?



Examples:
Do plastic play foods in the kitchen area include tortillas and beans, rice and tofu?
Do dress up clothes and props represent the children's different backgrounds and offer them an opportunity to "try on" different cultures?

Note: Caregivers can foster children's ability to relate to people who are different from themselves. They can promote feelings of belonging and identification with a tradition. They can give children a positive attitude to succeed in a diverse society.



• Are children encouraged to look for the good in others?
• Do caregivers give compliments throughout the day?



• Do caregivers encourage children to thank other children and caregivers for helping out or showing kindness?


Note: Children model what they see and will copy positive behaviors.


• Are behaviors and language that promote stereotypes and prejudice prohibited?
• How do caregivers handle teasing?


• Are jokes and slurs that make fun of a particular group of people prohibited or cut off immediately?



Note: Sometimes children will repeat an offensive racial term to get a reaction. Caregivers should explain immediately why these are not appropriate, and how they hurt someone.


• How does the program communicate regularly with parents who speak a different language?
• Are translators or translation services available for parents who speak a different language?



Note: A staff person that knows the parent's native language could serve this role.


• Are policies provided in the parent's native language?


• When giving out community health resources, are they written or described in the parents' native languages?


• When informed consent is required, are consent forms written in the parent's native language?


• Are caregivers open to understanding cultural differences in health, cleanliness, or other safety issues?
Example: Parents from many other countries toilet train children much earlier than parents in the United States. There are parts of the World where there are not many laundry facilities and sources of available water. To maintain the health of the community (reduce the spread of disease) children are often trained before they are developmentally ready.
Are caregivers willing to work with parents by understanding the parent's history and customs while also helping them learn new ideas such as toilet training when a child is developmentally ready?