ECERS-R to ECERS-3

Beginning July 1, 2018, the 3rd edition of the Early Childhood Environment Rating Scale (ECERS-3) will be used for all assessment requests made by center-based programs with preschool-age classrooms (3-5 year olds). Assessment requests emailed to ers@iastate.edu by June 29, 2018 will continue to be given the choice of ECERS-R or ECERS-3, even if the actual assessment date is not scheduled until after July 1.

Please note, that if a program still wants the option of being assessed on the ECERS-R, the program must request the assessment prior to June 29th (the last working day of June). This means, a program’s QRS application will need to be submitted in a timely manner so the QRS application can be reviewed, DHS can inform CCR&R the program is ready for a level 5 assessment, and then inform the program to request an assessment. Assessors will not schedule assessments until they have received notification from DHS the program is ready for a level 5 assessment.

If you have questions about the transition of ECERS-R to ECERS-3, you can contact me directly at mswagner@iastate.edu or email ers@iastate.edu.

 

Melissa Wagner

Melissa Wagner

Melissa Wagner is an Early Childhood Coordinator with Iowa State University Extension & Outreach. Melissa has over 10 years of experience with the Environment Rating Scales as an assessor for research projects and Iowa's Quality Rating System and now as the ERS Training project coordinator. Melissa loves hearing success stories about providers who have made great strides to improve the quality of care within their program. In her free time she enjoys spending time with family, traveling, camping, and house projects.

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Becoming a Math-Minded Teacher

 

Quality is not an act, but a habit.” Aristotle

Many early childhood educators experience what has been termed “math anxiety’.   Some of us grew up in a time when it was ok for girls not to like math. We were just not supposed to be good at math or science. Thus, it became a self-fulfilling prophecy. For others, math instruction was so poor that we either lost interest or just gave up. The abstract way math concepts were presented did not seem relevant to our lives. Early childhood educators may also lack professional development training on how to incorporate early math in their programs. Because of these reasons, we may not feel confident in our ability to facilitate math learning. Instead, we focus on areas where we feel more comfortable and competent, such as early literacy. After all, we are creatures of habit. Nevertheless, habits can be changed especially if we know that a good foundation in math benefits children and contributes to their future academic success. We can help build children’s awareness of early math skills by engaging them in hands-on math experiences throughout the day in play activities, routines, outdoor play and group times.

The Early Childhood Environment Rating Scale (third edition) recognizes the importance of providing children with many and varied math experiences throughout the day and addresses this in Item 24 – Math in Daily Events. If teachers unintentionally avoid math because of bad math experiences or lack of knowledge, it becomes even more important that they start to become intentional about ways they can provide math experiences throughout the day. One way for teachers to start is to reflect on how they use math in their everyday lives and what this might look like for the children they serve.  Here are just a few ideas………………………

How I use math everyday: Teachers have to stick to a schedule and frequently look at the clock so they know when it will be time to transition to a new activity, such as in five minutes they know it will be time to clean-up.

Opportunities for math learning: Although young children cannot tell time, it does give them a sense of the passage of time when teachers give them a five-minute warning before clean-up time. They know they have to start finishing what they are doing because they do not have much longer to play.

Children love doing countdown activities. When teachers have children freeze and countdown to five using their fingers – 1, 2, 3, 4, 5, clean-up! , it offers children a great way to practice counting. Fingers are readily available and are a great visual and tactile aid as children practice counting.

Using a picture schedule and referring to it frequently throughout the day helps children gain an understanding of ordinal numbers and the sequence of events. As they talk about what comes first, next, children are developing logical concepts which helps them develop reasoning skills. If used frequently they will learn to understand the pattern that occurs. For example, we always have snack after outdoor play.

How I use math:  Teachers count children as they take attendance each day.

 Opportunities for math learning :  When children put their names in a pocket chart when they arrive for the day, they are also taking part in attendance. This helps them get to know the names of their friends, but is also a valuable way for them to count and compare quantities. Many opportunities for math learning occur as children compare the number of girls vs boys present, learn about more or less as they compare those present vs those absent, count on to find out how many children would be in class if everyone was present. Counting, comparing quantities and counting on all provide children with a good foundation for addition.

How I use math: Many teachers use measurement as they follow a sequence in completing the steps in a recipe.

Opportunities for math learning:  Including children in these types of activities helps them to follow steps in a picture recipe. They learn to identify written numbers for steps 1, 2 etc. They will learn about measuring and measurement words as they measure two cups of flower and one cup of salt, for example.

How I use math: Teachers often make center signs to indicate the number of children who can play in a center (ex, number 4 with four stick figures or Velcro dots for names) as a management tool during center time.

 Opportunities for math learning for children: Helping children learn to use the center sign not only helps them develop decision-making skills, but also offers them the opportunity to learn important number concepts, such as counting, determining how many in all, how many more, and identifying written numbers.

How I use math:  Teachers read a variety of books, including books with math concepts, to children throughout the day in small groups, with individual children and in large groups.

Opportunities for math learning: Reading and discussing math-related books is certainly one way to help children identify and practice math skills, but math language can be introduced and discussed in almost any book.

For more information:
Early Childhood Environment Rating Scale (third edition)

kristenc

kristenc

Kris Corrigan is an Environment Rating Scale Assessor with Iowa State University Extension and Outreach. She has been in her current position for three years. She enjoys meeting and working with providers who are committed to providing quality environments for the children in their care. In her free time, she enjoys spending time with her family including her four cats.

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Holiday Celebrations and Thoughtful Planning

It is that time of year; there are a number of holiday celebrations, whether it be Thanksgiving, Diwali, Hanukkah, Christmas, Kwanzaa, Bodhi Day, Las Posadas, Winter Solstice, Chinese New Year, or various other New Year celebrations.

As you work with early childhood programs, you may encounter numerous cultural celebrations, books, or materials used within the program. Maybe the program has a child currently enrolled that celebrates a certain holiday, or maybe the program is using the materials to introduce various cultural celebrations around the world. Some of these holidays may be very familiar to you, and others, may not (you may have already googled one or two listed above that are unfamiliar to you). Introducing various celebrations from around the world is a way to show and model appreciation of other cultures and people. Not only can we all learn something about different cultures, but hopefully, the children (and all of us) become more culturally sensitive; meaning we become more aware of the existence of differences and similarities between people without placing value (right/ wrong, positive/ negative, good/ bad).

The Environment Rating Scales encourage multicultural celebrations, books, and materials. In fact, the authors devoted an entire item related to diversity in each scale (ECERS, FCCERS, ITERS, and SACERS)! So, why do we sometimes hear programs say “the Environment Rating Scales are biased”?

For example, I often come across a religious story about a boy who uses a slingshot with a stone to hit a giant. The ECERS book item addresses appropriateness of books for children. Any books depicting violence or glorifying violence in any way are deemed as inappropriate for young children who are not yet able to decipher between fact and fiction. A young child may see a violent image or hear the violence in a story and become concerned for their safety; whereas older school-age children have the ability to understand there is no inherent danger from a picture book. After providing programs feedback about this religious story, I would often receive a response along the lines of “ECERS is biased. It doesn’t take into account our religious studies.”

The thing is, through a young child’s eyes, from a young child’s mind, that story is perceived the same; whether read from a religious book, a nursery rhyme, or a regular picture book. So, as you work with programs during all these holiday celebrations or with integrating multi-cultural activities, help them think about what the child is experiencing. What is the goal of the activity? What will the child achieve? What is appropriate for the child’s stage of development?

As a consultant or instructor, how do you handle the provider or participant that says ERS is biased? Or the provider that does not seem willing to compromise their beliefs for appropriateness of materials for young children? On the other hand, what about the teacher that has a parent complaint because they do not celebrate certain holidays at home and do not want their child to celebrate in care?

How do you work with programs to be more culturally sensitive? Let’s chat. I’d love to hear how you use any I-Consult strategies that helpful in these type of situations.

Melissa Wagner

Melissa Wagner

Melissa Wagner is an Early Childhood Coordinator with Iowa State University Extension & Outreach. Melissa has over 10 years of experience with the Environment Rating Scales as an assessor for research projects and Iowa's Quality Rating System and now as the ERS Training project coordinator. Melissa loves hearing success stories about providers who have made great strides to improve the quality of care within their program. In her free time she enjoys spending time with family, traveling, camping, and house projects.

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Snack as a Center Choice

Preschool children need time during the day for group times, free choice play activities, snacks and/or meals, rest time, and outdoor play in order to support their development and learning.  Designing a schedule to ensure enough time for all these activities can be like putting a puzzle together with too many pieces.  Not everything fits.  This is especially true for part-day programs.  In an effort to maximize the time for each scheduled routine or learning activity, teachers will sometimes offer snack as a center choice during free play.

As we transition to using the ECERS-3, here are some things to consider for those programs who decide to offer snack as a choice during self-selected free play:

  • Sometimes part day programs do not offer snack because teachers feel children eat before and after preschool. Keep in mind that all children must be offered a meal or snack every two and not more than 3 hours.  Children’s appetites and interests in foods vary.  By offering a nutritious meal or snack every 2-3 hours, it will ensure children get enough calories for the day.  A snack or meal must be observed during the 3-hour time sample.  Meals and snacks must meet CACFP requirements (Child and Adult Care Food Program) even if a center does not participate in the program.
  • The option for choosing whether to eat snack should only be offered to older preschoolers. Younger preschoolers must have a snack or a meal.
  • Offering snack at center time as an optional activity to older preschoolers does take then away from play activities. Some children will choose to play rather than eat even though their bodies may need nourishment. If snack is offered as a choice to older preschoolers, staff must encourage children to participate.  This means that children not only hear about snack, but also see what is being offered.  Children may decide they are hungry after all when they see an appetizing snack.
  • Teachers need to participate in snack even though it is offered as a choice. Even older preschoolers may need assistance with portion control, serving themselves, and clean-up procedures.   When teachers are actively involved with children during snack, they can engage children in conversations that will enhance their language development.   Providers also need to remember to clean/sanitize each place at the table between uses.
  • The ECERS-3 requires one-hour for free choice time during a three-hour time sample with only a two-minute grace period. Teachers must be cognizant of the average time all children spent eating snack and extend free play, if needed, by that amount of time to compensate for it.

New CACFP guidelines (effective 10-1-17)

https://fns-prod.azureedge.net/sites/default/files/cacfp/CACFP_MealBP.pdf

Reference:  Harms, T., Clifford, R. and D. Cryer (2015).  Early Childhood Environment Rating Scale (third edition).  New York: Teachers College Press.

 

kristenc

kristenc

Kris Corrigan is an Environment Rating Scale Assessor with Iowa State University Extension and Outreach. She has been in her current position for three years. She enjoys meeting and working with providers who are committed to providing quality environments for the children in their care. In her free time, she enjoys spending time with her family including her four cats.

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Answering All of Your Environment Rating Scale Questions

Well, probably not all of them…

As we begin a new year of trainings, it seems like the perfect time to review some of the more general guidelines regarding the Environment Rating Scale Trainings and Assessments. Below are questions we receive most often.

When will the ITERS-3 be out? Is there a FCCERS-3?

The ITERS-3 (Infant/ Toddler Environment Rating Scale, 3rd edition) is currently available to purchase. It was published July 2017. Right now there is not a FCCERS-3, but we assume the authors are working on this next.

When will ITERS-3 assessments begin? 

The process for implementing ITERS-3 will be similar to ECERS-3. The ERS Assessors and ERS Training Coordinator will be trained to reliability by the Environment Rating Scale Institute, curriculum will be developed, ERS Instructors and CCR&R consultants will be trained, and then ITERS-3 trainings will be offered to providers. After ITERS-3 trainings have been offered for a certain amount of time, we will start offering programs the choice of ITERS-R or ITERS-3. This is a fairly lengthy process. The goal is to offer ITERS-3 trainings in fiscal year 19. Be looking for more information on ITERS-3 later this year.

Is there an All About ECERS-3?

The authors and their team are currently working on the development of the All About ECERS-3. The authors create the All About books based on information and questions received from the field using the tool.

If a program chooses to be assessed on the ECERS-3, what scale should 2 year old rooms use? 

Programs may now choose to use the ECERS-3 for assessments. If a program chooses to be assessed on the ECERS-3, 2 year old rooms will be assessed on the ITERS-R. If programs are still using the ECERS-R, the majority rule applies for 2 year old rooms. If the majority of children are older than 30 months, ECERS-R will be used. If the majority of children in the 2 year old room are younger than 30 months, the ITERS-R will be used.

How can a program prepare for an assessment? 

  • Take an ERS class. If it has been a number of years since taking an ERS class, we encourage providers to retake the class; especially if the scale has been revised.
  • Work with a CCR&R consultant
  • Work jointly with a colleague and/or consultant for accurate self-assessment of interactions and language.
  • Create an improvement plan.
  • Review the “Ready, Set, Go” brochure and video:

How many assessments are completed in a center-based program? How do programs know which rooms will be assessed?

For center-based programs (Child Care Centers, public preschools, Head Start, etc.) at least 1/3 of the total classrooms or groups of children (i.e. sessions, classes) must be observed and at least one group per scale (ITERS, ECERS, SACERS) as applicable to the program.  For example, a child care center with 10 rooms, infants through school-age, will have 4 assessments: one ITERS room , one ECERS room, and one SACERS room. The fourth assessment will be selected from the remaining classrooms. If the program is preschool only, with 5 sessions, at least two of those sessions will be chosen. This means, a teacher may be observed twice if they have multiple sessions (i.e. a Monday-Wednesday afternoon group and a Tuesday-Thursday  morning group).

All classrooms or groups are selected at random on the day of the observation. If the program operates different days and times, the assessor will randomly select the class to observe ahead of time. The program will only be informed of the date and time of the assessor’s arrival, and not the actual class.

How long is the wait for an assessment?

Assessors strive to have all assessments scheduled within 90 days of the request. Depending on the time of the year, an assessor might be able to schedule a program with one week. During the busiest times of the year, programs may have to wait 1-2 months. Assessors are typically busiest April through May and October through November.

How long does it take to receive the assessment feedback reports?

Feedback reports must be sent to programs within 30 days; however assessors strive to have all feedback reports to programs within 2-3 weeks. Every assessment report goes through a review process to ensure feedback is accurate and thorough.

What ERS classes will be offered online for fiscal year 18?

  • FCCERS-R in October
  • ITERS-R in November
  • SACERS in January
  • ECERS-3 in February
  • The fifth online ERS class will be offered in April. The scale chosen will be based upon greatest need.

Phew! You made it through and you may still have questions. As always, please, do not hesitate to ask!

Melissa Wagner

Melissa Wagner

Melissa Wagner is an Early Childhood Coordinator with Iowa State University Extension & Outreach. Melissa has over 10 years of experience with the Environment Rating Scales as an assessor for research projects and Iowa's Quality Rating System and now as the ERS Training project coordinator. Melissa loves hearing success stories about providers who have made great strides to improve the quality of care within their program. In her free time she enjoys spending time with family, traveling, camping, and house projects.

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ECERS-3 Announcement!

As some of you may have heard already, programs may request an ECERS-3 beginning July 1, 2017. Programs will have a choice between an ECERS-3 or ECERS-R assessment starting July 1, 2017 until the new QRS rolls out (at least 6 months). Once the new QRS begins, all programs with children ages 3-5 years will receive an assessment on the ECERS-3.

ECERS-3 self-assessment forms and program improvement forms will not be available on the QRS web site, yet. We are working on making these two forms into one form, eliminating the duplication between forms. Once the new form is finalized, it will be located on the QRS forms web page (approximately June). If you have a program wanting to continue working on their self-assessment form or program improvement form after completing the ECERS-3 class or in preparation for an ECERS-3 assessment, we will have the two form version available to those who ask. All ERS instructors have access to the ECERS-3 self-assessment and program improvement forms (CyBox) and can send you a copy, as needed.

Lastly, we often have programs debating on whether to go through an assessment or not, unsure if they will “pass”. We want the assessment process to be a learning experience for programs. A way for programs to receive some helpful, outside feedback, and continually grow and improve in ways that will benefit the program, teachers, and children as well as the families and community. A program will have a better experience if they approach an assessment as a learning experience, rather than as a test or pass/ fail. How do you approach programs that are debating on whether or not to have an assessment? Do you have any words of wisdom or encouragement you often use?

Melissa Wagner

Melissa Wagner

Melissa Wagner is an Early Childhood Coordinator with Iowa State University Extension & Outreach. Melissa has over 10 years of experience with the Environment Rating Scales as an assessor for research projects and Iowa's Quality Rating System and now as the ERS Training project coordinator. Melissa loves hearing success stories about providers who have made great strides to improve the quality of care within their program. In her free time she enjoys spending time with family, traveling, camping, and house projects.

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FCCERS-R Online in November!

Do you have a family child care provider looking for a FCCERS-R class but not wanting to travel or find someone to watch their children in the evenings. There is a FCCERS-R Online course is being offered November 15, 22, 29, and December 6th from 7:00-9:00 p.m.!

fccers_r_cover

Here is some of the feedback we are receiving about the online ERS courses:

“Very good information, glad I participated in this class to improve myself and my child care environment.”

“Thank you! The online set up was very much appreciated!”

“It’s almost like one-on-one learning. I like being able to ask questions as you go along.”

“It was nice to sit at home and not go anywhere.”

“I was great not having to travel! All of the instructors were very helpful and responsive, very high marks on customer service.”

 

Below are a few reminders about the online ERS courses offered by Iowa State University Extension and Outreach.

Online courses are similar to face-to-face courses:

  • 8-hours
  • Out-of-class activities
  • Introduction to the Environment Rating Scales, scoring and practice using the tool

Participants must participate in polls and chat, submit the out-of-class activities, and attend all four sessions to receive the final certificate of completion.

Participants for an online course will have:

  • some basics understanding of technology
  • experience uploading and downloading documents
  • familiar with Microsoft WORD, and Adobe PDF
  • positive attitude about online course and a willingness to try new things

Computer Requirements:

  • Good internet connection for live session- hardwiring is recommended
  • Mobile devices, like phones or tablets are NOT recommended
  • Internet Explorer 6 or Firefox web browser
  • Most recent version of Adobe Reader
    • Must have in order to correctly fill out and submit out-of-class activities
  • Flash Player installed and can view videos

 

Providers can sign up for the online course on the Iowa Child Care Provider Training Registry.

Melissa Wagner

Melissa Wagner

Melissa Wagner is an Early Childhood Coordinator with Iowa State University Extension & Outreach. Melissa has over 10 years of experience with the Environment Rating Scales as an assessor for research projects and Iowa's Quality Rating System and now as the ERS Training project coordinator. Melissa loves hearing success stories about providers who have made great strides to improve the quality of care within their program. In her free time she enjoys spending time with family, traveling, camping, and house projects.

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Resource: Tips for Tots!

stock-photo-helpful-tips-on-blue-busines-1088609A colleague recently shared these great tip sheets with me from the Early Childhood Consultation Partnership, a program of Advanced Behavioral Health. Many of these tip sheets would be very beneficial when working with programs and making improvement goals. Each tip sheet has a “did you know” section giving the “why” behind and concept and is followed up with a strategies section full of ideas on how to implement a concept into the classroom, for example a quiet space or smooth transitions.

Check out Tips for Tots!

Do you have any resources you often use with programs? If so, share them in the comments or send them my way and I’ll share them through the ERS blog.

 

Melissa Wagner

Melissa Wagner

Melissa Wagner is an Early Childhood Coordinator with Iowa State University Extension & Outreach. Melissa has over 10 years of experience with the Environment Rating Scales as an assessor for research projects and Iowa's Quality Rating System and now as the ERS Training project coordinator. Melissa loves hearing success stories about providers who have made great strides to improve the quality of care within their program. In her free time she enjoys spending time with family, traveling, camping, and house projects.

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Yesterday was…Today is…Tomorrow will be…Calendar Time – The Best Use of Their Time?

 

We often observe large group time and when children are engaged and the group time is kept short, it can be an important part of the day.  It is a time when children gain a sense of belonging to the classroom community and have an opportunity to talk about important events in their lives.  Calendar activities are often part of these large group gatherings.  Many times we see teachers pose questions to children that draw blank stares, such as “yesterday was…. today is …. and tomorrow will be…..”

The Early Childhood Environment Rating Scale doesn’t specifically address “calendar time”, but it does address developmentally appropriate ways to teach math concepts and addresses child engagement and individual needs during group times.  If concepts are not developmentally appropriate and too abstract, children will become disengaged and problems may arise.

Still, many preschool teachers will argue that calendar time is the time when they introduce important math concepts such as counting, one-to-one correspondence and basic patterning.  And, these math concepts are important to introduce to preschoolers. But is whole-group calendar time the best time and best way to introduce developmentally appropriate math concepts?  Here are some alternatives suggested in the articles listed in the resource section and from ideas I have observed in the field:

Hands-on Materials: Young children need many opportunities to explore concepts such as patterning and counting using real materials.  This can be handled most effectively in small groups or at center time with adults who are available to guide their learning.

Daily Opportunities: Many opportunities exist throughout the day to teach math concepts.  For example, counting while children wash their hands or looking for patterns in the environment during outdoor play.  These experiences help children understand the value math plays in their everyday lives.

Use a Picture Schedule: Young children may not be able to judge how much time there is between events, but they can begin to understand the sequence of events (snack comes after circle time). Some programs I have observed use a picture schedule instead of a calendar to talk about the events of the day or use it as a teachable moment when children want to know when it will be time to go outside.

Photos or Classroom Displays: I have observed teachers using project displays to talk about the progression of events in a study or to talk about past special events. Other teachers use picture journals or photo albums as a way of recording and revisiting past events.

Linear representations: Linear representations can help children begin to understand the concept of a day and the passage of time.  Some teachers record the events of the week on a blank piece of poster paper. They draw a square for each day and a picture that represents what occurred during that day.  Houses are drawn on stay-at-home days.  Teachers can then use the picture in the boxes to discuss events that happened yesterday in a way that is meaningful to children.

What are your thoughts about whole-group calendar time?  What alternatives do you see programs using instead of the traditional calendar time?  What alternatives do you suggest to programs instead of the traditional calendar time?

Resources:

 http://www.naeyc.org/files/tyc/file/CalendarTime.pdf

https://www2.teachingstrategies.com/blog/44-before-after-later-and-next-using-a-calendar-in-a-preschool-classroom

kristenc

kristenc

Kris Corrigan is an Environment Rating Scale Assessor with Iowa State University Extension and Outreach. She has been in her current position for three years. She enjoys meeting and working with providers who are committed to providing quality environments for the children in their care. In her free time, she enjoys spending time with her family including her four cats.

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Diversity Discussions

 

I recently observed in a family child care program and had an interesting discussion with the provider about diversity.  When asked about any activities that help children understand diversity, the provider stated that diversity is hard for her, because she just doesn’t “see color.”

I appreciate her response, as she was honest, and I commend her for her commitment to seeing children as children, not a certain race or ethnicity.  However, as much as I can appreciate her commitment, the phrase, “I don’t see color,” is not exactly true.  We do see physical characteristics-we notice if someone has blue eyes or brown, we take note when someone is tall or wears glasses, and we notice if someone is using a cane to get around or if their hair is brown, grey, white, or pink.ThinkstockPhotos-478104457

Noticing these differences does not make us racist or insensitive, it makes us human.  Our goal with children is not to teach them to not see differences, but to teach them to respect and appreciate differences.  We don’t have to repeatedly point out a child’s skin tone or ethnicity, but it’s certainly ok to acknowledge differences in children and celebrate those differences.

Generally, when I ask about activities that promote diversity, teachers and providers respond by stating they have dolls, books, and play food representing different races/cultures/ethnicities/abilities.  That’s great, but dolls alone just don’t provide the type of activity that really helps children understand and respect diversity.

Diversity isn’t just skin tone, either.  What about culture?  We all have different cultures, even within our individual families.  For example, Susie might celebrate her birthday with dinner at a nice restaurant with her parents and siblings.  Henry might celebrate with a large party at his house, including extended family, friends, and neighbors.  Susie and Henry both celebrate birthdays, but in different ways-differences in their family culture.  Discussing birthday or other celebrations, and having children draw what their family does, or making a chart tallying what is the same and different about their celebrations is an example of an activity that helps children understand diversity.

I often hear providers and teachers say that they struggle to discuss diversity with infants and toddlers.  It’s true, a lot of activities that are out there don’t work for that age group.  I like to encourage people to incorporate diversity into their language with children.  We want providers/teachers to use many different descriptive words throughout the day to build children’s vocabulary and language skills, so why not dedicate some of that language to diversity?  “Molly you have such big, brown eyes!  And Kevin, you have bright, blue eyes!  Our eyes help us see.  Where are your eyes?  Can you blink?”  or “Shawn’s mommy brought him to school today.  Claire, your daddy brought you.  Isn’t it nice to spend time with mommy’s and daddy’s?  Let’s look at our family pictures.  Shawn, your mom has brown hair.  Claire, your dad has no hair.  Where is your hair?”

What are some ways you encourage providers and teachers to incorporate diversity?  Do you find it difficult or are most people eager to help children understand diversity?

Jamie Signature

Jamie

Jamie

Jamie has worked with young children and their families for over 15 years. She is dedicated to ensuring that all young children receive high quality care and education.

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