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    • ¡Hola!meansHello! Resources & Ideas for Promoting Diversity in Early Childhood Settings, Second Edition Inclusion Partners • Frank Porter Graham Child Development Center • UNC-CH
    • ¡Hola! means Hello! Resources & Ideas for Promoting Diversity in Early Childhood Settings Second Edition compiled by Carla Fenson Brenda Dennis Sharon PalshaInclusion Partners • Frank Porter Graham Child Development Center • UNC-CH
    • Inclusion Partners Sharon Palsha, Ph.D. Pat Wesley, M.Ed. Co-Principal Investigator Co-Principal Investigator Carla Fenson, M.Ed. Brenda Dennis, M.Ed. Project Coordinator Graduate Research Assistant¡Hola! means Hello!Resources & Ideas for Promoting Diversity in Early Childhood SettingsSecond Edition© 1998 by Inclusion PartnersFor additional copies, contactFPG Child Development CenterPublications & Dissemination OfficeCB #8185, UNC-CHChapel Hill, NC 27599-8185(919) 966-0857CitationFenson, C., Dennis, B., & Palsha, S. (1998). ¡Hola! means hello!: Resources & ideas for promoting diversityin early childhood settings (2nd ed.). Chapel Hill: The University of North Carolina, Frank Porter GrahamChild Development Center.DesignGina HarrisonEditorial SupportDavid J. SyracusePhoto CreditsDon Trull, Christy Farmer & Sharon PalshaCover illustration by Gina Harrison from photographs by Don Trull & Christy FarmerThe development of this booklet was funded in part by a Model Early Intervention and Preschool Training Grant (CFDA84.024P) through the Office of Special Education and Rehabilitative Services, United States Department of Education. 1000 copies of this document were printed at a cost of $2,180.00, or $2.18 each. ii
    • Children and families served in child care settings reflect the ethnic, cultural, and linguistic diversity of our nation. This diversity creates opportunities to learn and share experiences—both similar and different. There are opportunities to learn about people from different backgrounds and opportunities to share one’s own cherished heritage and traditions with others. —Thalia Coleman & Camille Catlett, 1996d iversity and multiculturalism are words and actions will differ depending on the currently important topics in children’s ages and their development. Yet, early childhood education. As some common principles and strategies apply racial, cultural, and linguistic throughout the early years. diversity increases in this country, so does We can provide children with positivethe importance of our role in examples of human diversity byteaching children to live, selecting materials such as books,learn, and work together pictures, toys, and games, thatrespectfully. Child care show people of differentsettings that demonstrate races, ages, genders, andrespect for diverse cultures, differing abilities as capableabilities, and values can help and involved in all typesnurture healthy, positive self- of activities. We can modelidentities in children and help tolerance through our wordsthem interact comfortably and deeds and our interest inwith other people. a variety of people, behaviors, beliefs, and customs.As providers of services to youngchildren, there are many things We can give children encour-that we can do to encourage agement about who they are,children’s positive feelings what they look like, andabout themselves and to foster what skills they are learning.their understanding andacceptance of differing beliefs, What beautiful brown skinvalues, and traditions. When and brown eyes you have.considering materials andstrategies that foster diversity, it is I really like the picture youimportant to have appropriate made. The colors you chosedevelopmental expectations. Our remind me of a rainbow.
    • When discussing diversity, we can stress Contentshuman similarities and help childrenappreciate people’s differences. ¡Hola! means Hello! is designed to assist child care providers, teachers, and other personnel whoEveryone needs food, shelter, friendship, and provide services to young children and theirlove—but people have many different ways of families, in creating opportunities for children tomeeting their needs. Our family’s way is just appreciate the diversity around them.one way. Juans family has another way.Our new friend, Mia, uses a wheelchair to getaround. Let’s ask her how it works. Resources Classroom Materials forWe can invite parents to share their culturewith all of the children by introducing ethnic Enhancing Cultural Awareness 3foods or sharing stories and traditions. Teacher Materials to Promote Cultural Awareness 10Reiko’s mother has brought in Japanese noodlesfor us today. I’ve never tried them—here goes!I wonder why our neighbor has red bannersbeside her door—let’s go ask her. Checklist Promoting Cultural Diversity andWe can help children understand their Cultural Competencyrights, make choices, and act in ways that Self-Assessment Checklist for Personnelreject bias. Providing Services and Supports to Young Children and Their Families in Early InterventionIf someone calls you a name that hurts your and Early Childhood Settings 12feelings, you can tell them they shouldn’t dothat. You can ask the teacher for help if anyonedoes that to you or if you see someone doingthat to somebody else. BooklistsThese examples suggest ways we can help Enriching Classroom Diversity withchildren appreciate diversity. As with other Books for Children, In-Depthlearning in young children, repetition is Discussion of Them, andimportant. Children need many opportunities Story-Extension Activities 18to explore similarities and differences, totry out new experiences, and to ask questions. Diversity in Children’s Lives:These opportunities can provide the Children’s Books & Classroom Helps 23foundation for children to live, learn, andwork together in our increasingly diverseworld. Websites 29ReferencesColeman, T., & Catlett, C. (1996). “A Cultural Journey,” Notes 30 All Together Now!, 2(2), 1.Canadian Child Care Federation, (1996, Spring). Helping children respect and appreciate diversity. Province of British Columbia: Open Learning Agency of B.C. 2
    • There are a variety of materials and toys for early childhood settings that promote awareness about diversity. Here are some suggestions for learning areas such as blocks, dramatic play, art, and music. These items are available through major school supply companies. Phone numbers for these companies are provided. Please note that the prices listed are from 1997 catalogs. KeepClassroom in mind that some of these items can also FOR be purchased in local stores such asMaterials Wal-Mart, Target, K-Mart, and Roses.Enhancing Cultural Awareness ABC 1-800-669-4222 Constructive Playthings 1-800-448-4115 Building Self-Esteem with Materials for Inclusion 1-800-448-4115 Kaplan 1-800-334-2014 Lakeshore 1-800-421-5354Items for Pretend Playmulticultural foods, costumes, multi-ethnic/multicultural dolls & puppetsBreads from Around the World—an assortment of authentic-looking breads in a serving basket Lakeshore LC913 Set of 20 pieces $24.95Foods from Many Cultures—realistic play ethnic foods such as taco, croissant, spaghetti &meatballs, pita bread, sushi Lakeshore LA206 Chinese Food Set $14.95 LA207 Japanese Food Set 13.95 LA205 Mexican Food Set 13.95 LA208 Italian Food Set 12.95 LA200X All 4 sets 49.95International Food Set—represents 8 cultures with 10 international foods Kaplan 16-31017 $29.95International Cooking Set—authentic cookware, food, and utensils; includes wok with utensils,rack, and lid, mortar and pestle, honey dipper, tortilla press, cheese shaker, toast, croissant, andbagel Kaplan KE19643 $69.95 3
    • Multicultural Clothing Set—authentic costumes from different cultures Lakeshore LC340X Set of all 6 costumes $129.00 LC337 Mexican Falda & Blusa 24.50 LC339 Nigerian Iro, Buba & Gele 24.50 LC336 Guatemalan Toto & Camisa 19.50 LC334 Vietnamese Ao Dai 21.50 LC335 Ghanian Danchiki & Kuka 24.50 LC338 Japanese Happi Coat 16.50Multi-Ethnic Ceremonial Costumes—washable cotton and poly-cotton ceremonial dress for boysand girls, ages 4–7 years old Kaplan 16-70498 Native American Girl $22.95 16-70499 Native American Boy 21.95 16-70496 African Girl 26.95 16-70497 African Boy 17.95 16-19181 Mexican Girl 24.95 16-19180 Mexican Boy 23.95 16-32006 Kimono-Girl Costume 24.95 16-32005 Kimono-Boy Costume 24.95Multi-Ethnic School Dolls—school-quality 16" dolls with ethnically accurate features and coloring Lakeshore LC4120X Set of 10 dolls listed below $295.00 Dolls sold separately each 29.95 LC4122 Native American Boy LC4121 Native American Girl LC4130 Asian Boy LC4129 Asian Girl LC4124 White Boy LC4123 White Girl LC4126 Hispanic Boy LC4125 Hispanic Girl LC4128 Black Boy LC4127 Black GirlWashable Dressing Dolls—soft 15" machine washable dolls that teach dressing skills Lakeshore AF700X Set of 8 dolls listed below $135.00 Dolls sold separately each 17.95 AF705 White Boy AF706 White Girl AF701 Asian Boy AF702 Asian Girl AF703 Hispanic Boy AF704 Hispanic Girl AF708 Black Girl AF707 Black BoyWashable Multicultural Dolls—soft 14" machine washable dolls Kaplan 1F17725 Set of 6 dolls listed below $108.00 Native American Boy & Girl African Boy & Girl Mexican Boy & Girl 4
    • Adaptive Equipment for Dolls with Disabilities—realistic equipment designed to fit the 16"multi-ethnic school dolls that dispels stereotypes about people with disabilities Lakeshore LA1200X All 6 equipment sets listed below $110.00 LC1149 Guide Dog, Harness & Cane 19.95 LC1147 Two Hearing Aids & Two Pairs of Eyeglasses 5.95 LC1151 Walker and Accessory Bag 26.50 LC1145 Two Leg Braces & Two Forearm Crutches 19.95 LC1143 Wheelchair 34.50 LA1201 Protective Helmet 14.95Multicultural Doll Clothes—authentic clothing from around the world for Multi-Ethnic School Dolls Lakeshore NQ200X Set of 8 outfits listed below $85.00 Outfits sold separately each 11.50 NQ206 Chinese Dui Jin NQ205 Japanese Kimono NQ207 Indian Kurta Pyjama NQ208 Indian Shalawar Kamis NQ203 Guatemalan Toto, Camisa & Pantalones NQ204 Mexican Falda & Blusa NQ201 Nigerian Buba & Sokoto NQ202 Ghanian Kaba, Slit & DukuFamily Puppets—realistic multicultural families of 4 (father, mother, son, and daughter) Lakeshore LA944X Complete set $110.00 LA947 Hispanic Family 29.50 LA946 Black Family 29.50 LA948 Asian Family 29.50 LA945 White Family 29.50Career Puppets—soft, multi-ethnic puppets representing professionals in any community(e.g., firefighter, doctor, police officer) Lakeshore LA566 Set of 6 $44.50Flannel Board Setsmulti-ethnic families & multi-ethnic facesChildren of the World Flannel Board Figures—features 15 children in their native costumes,brillantly silk-screened on heavy felt Constructive LFF-015 $18.95 Playthings 5
    • Accessories for Blocksmulti-ethnic families, people with disabilities, people of all agesBlock Play People—sturdy, freestanding vinyl figures; set includes man, woman, boy, girl,toddler, baby, elderly man, and elderly woman Lakeshore LA690X Set of all 40 figures listed below $79.50 6 piece sets sold separately each 19.95 LA691 White LA697 Black LA695 Asian LA699 Hispanic LA693 Native AmericanBlock Play People with Differing Abilities—block figures representing people with differingabilities (one in a wheelchair, one with forearm crutches, one with leg braces, and one who isblind), both sexes, and different ethnicities Lakeshore LC1180 Set of 4 figures $16.95Flexible Families—realistic multi-ethnic families of 4 (father, mother, son, daughter) withbendable legs, arms, and torso, plus fabric clothing; suitable for dollhouses Lakeshore LC1000X Set of 4 families listed below $49.95 Families sold separately each 14.95 LC1001 White Family LC1003 Hispanic Family LC1002 Black Family LC1004 Asian FamilyBooks, Puzzles, & Picturesmulti-ethnic and multicultural people, people with disabilities, people of all ages,men, women, and minorities in nontraditional rolesBilingual Picture Books—bold images and simple phrases in both English and Spanish Constructive CPX-251M Set of 5 books $77.50 Playthings LB-32M Let’s Go, Vamos 15.95 LB-33M My Day, Mi Dia 15.95 LB-24M My House, Mi Casa 15.95 LB-25M Taking A Walk, Caminando 15.95 HB-18M Moon Rope, Un Lazo A La Luna 14.95Family Board Books—books explore family structure with photographs of everyday settings;includes My Mom (Mi Mamá), My Dad (Mi Papá), Grandma, Grandpa, Brothers (Hermanos), andSisters (Hermanas) Kaplan 16-51840 Set of 6 books in English $29.50 16-51821 Set of 4 books in Spanish 19.50All Kinds of Families Puzzle Series—8 wooden puzzles depicting all types of families (single,multiracial, etc); 8–10 pieces, each 9" X 12" Lakeshore LA364 Set of 8 puzzles $59.50 6
    • Multi-Ethnic Career Puzzle Set—9" X 12" hardwood puzzles free of sexual and racial stereotypesdepicting careers common to children’s everyday experiences; set includes 11- to 20-piece puzzles Lakeshore LA190X Set of 12 puzzles $85.00 Sold separately each 7.95Friends Together Posters—11" x 17" photographic posters depicting children of all abilities inactive play situations; includes suggested discussion topics for each poster Constructive CHK-05 Set of 12 posters $24.95 PlaythingsChildren of the World Poster Pack—full-color photographic posters depicting children of otherlands Lakeshore LC936 Set of 18 posters $29.95Families Poster Pack—posters depicting families from many different backgrounds engaged inmany different activities Lakeshore LC1456 Set of 18 posters $29.95Art Materialsmulticultural crayons, markers, paints, construction paper, clay, spongesPeople Colors Paints—12 one-pint bottles in 12 shades Lakeshore LC1600 Liquid Tempera Assortment $28.00 LC1605 Single one pint bottle sold separately 2.50People Colors Craft Paper—12 realistic shades promoting multicultural awareness and ethnicpride; each 12" X 18" Lakeshore LC383 60 sheets, 5 each of 12 colors $4.95People Colors Crayons—24 different shades in a plastic storage case Lakeshore LC360 Set of 24 crayons $4.95 LC363 Set of 24 jumbo crayons 6.95People Colors Jumbo Pencils—easy-to-grip 7" nontoxic pencils Lakeshore LC385 Set of 12 pencils $9.95People Colors Markers—5" long markers in natural skin tones Lakeshore LC227 Set of 12 markers $4.50People Shapes Project Kit—variety of materials appropriate for self-portraits Lakeshore LC170 Materials for 24 people $24.95Crayola Multicultural Modeling Clay—skin-tone modeling clay in four colors Kaplan 16-31271 Four 1/4 lb. pieces $2.75Multicultural Dough—basic dough in six skin tones Kaplan 16-31823 $8.95 7
    • Multicultural Musical InstrumentsInstruments from Around the World Collection—easy-to-play authentic musical instruments Lakeshore LC4270X Complete set of 10 instruments $165.00 LC4271 Kenyan Double Stick Drum 19.50 LC4281 West African Balaphon 55.00 LC4288 Zulu Marimba 16.95 LC4274 Nepalese Tingsha 36.00 LC4283 Mexican Guiro 12.95 LC4275 Indian Sarangi 17.50 LC4284 Japanese Den Den 9.50 LC4287 Native American Dance Bells 4.95 LC4282 Chilean Rainstick 17.50 LC4276 Brazilian Chocalho Rattle 21.50Multicultural Rattle Set—kaeba rattle and double wood rattle Kaplan 16-31472 Set of 2 rattles $26.95Multicultural Rhythm Band—spin drum, shakeree, 1-gallon drum, & bobo balaphon xylopipes Kaplan 16-31646 Set of all 4 instruments $99.95 16-31642 Spin drum 7.00 16-31643 Shakeree 30.00 16-31644 1 Gallon Drum 18.50 16-31645 Xylopipes 56.00Multicultural Rhythm Set—20" Chilean rainstick, ankle bells, agogo bells, den den drum,maracas, a guiro, and rap stik Kaplan 1F30297 Set of 7 instruments $78.00Records & Cassette Tapesmusic from different cultures in different languagesAlerta Sings—collection of fun, playful songs in both English and Spanish Kaplan 16-17896 Cassette $10.75Cherokee Legends 1 and 2—authentic Cherokee legends told by a Cherokee legend teller,complete with sound and music Kaplan 16-18731 Both Cassettes $18.95 16-18731 Cassette Legends 1 9.95 16-18751 Cassette Legends 2 9.95Children of the World—collection of songs & dances from around the world Lakeshore KM9123 Record $11.95 KM9123C Cassette 10.95 8
    • Earthmother Lullabies from Around the World—collection of calming music from a variety ofcultures: Iroquois, Latin America, Iceland, & Appalachia Kaplan 16-50060 Cassette $10.75Holiday Songs for All Occasions—includes songs for Christmas, Hanukkah, Martin Luther King,Jr. Day, Thanksgiving, etc. Kaplan KM805C Cassette $10.95I Know the Colors in the Rainbow—explores voice tones, colors, instruments, other languages, &other cultures Lakeshore XC595 Record $11.95 XC595C Cassette 10.95 XC595D CD 14.95Shake It to the One That You Love the Best—26 songs from African, African-American, Creole, &Caribbean cultures and a songbook including activities & interesting facts about the songs Kaplan 16-50130 Cassette and book $15.95Mi Casa es Su Casa—multicultural cassette Kaplan 16-52001 Cassette $9.95 9
    • Most items in this list of teacher resource materials are available through major school supplyand publishing companies. Phone numbers are provided. Please note that the prices listed are from 1998 catalogs. Keep in mind that many of these books can be purchased or orderedTeacher from your local bookstore.Materials TOPromote Cultural Awareness Constructive Playthings 1-800-448-4115 Kaplan 1-800-334-2014 Lakeshore 1-800-421-5354 National Association for the Education of Young Children 1-800-424-2460 Redleaf Press 1-800-423-8309 Research Institute for Human Services 1-503-725-4040All Kinds of Families—reflects the diversity of different family structures Constructive WHI-282 $14.95 PlaythingsFestivals Around the World Celebration Boxes—each box includes children’s book,colorful banner, props, & guide with activities Lakeshore LC7020X Complete set of 5 boxes $155.00 Boxes sold separately LC7023 Powwow Celebration Box 29.95 LC7022 Chinese New Year Celebration Box 29.95 LC7021 Kwanzaa Celebration Box 34.95 LC7024 Cinco de Mayo Celebration Box 32.95 LC7025 Hanukkah Celebration Box 34.95My Song Is Beautiful—collection of 14 poems written & illustrated from a variety of cultural perspectives Constructive LB-316 $16.95 PlaythingsRoots and Wings (S. York)—more than 60 hands-on activities providing children with support fortheir own culture Kaplan 16-50131 $24.95 10
    • Round the World Cookbook—more than 40 easy-to-follow recipes from 21 countries Constructive EDP-7460 $8.95 PlaythingsSmall World Celebrations—open-ended activities (art, games, language, science, music, etc.) toallow toddlers to experience 15 different cultural celebrations Constructive WAP-911 $14.95 PlaythingsBuilding Bridges with Multicultural Picture Books For Children 3–5 (J. Beaty)—offers strategiesto help teachers and children relate to and accept multicultural people by acquainting them withmulticultural book characters Merrill-Publishing ISBN0134001028 $34.00Children from Australia to Zimbabwe: A Photographic Journey around the World (M. Ajmera &A. R. Versola)—a beautiful photographic journal by NC authors introduces 26 countries (one foreach letter of the alphabet) and the children who live there. Each country covered includes a map,short description, color photographs of children, and facts such as languages spoken there andfavorite spots. SHAKTI ISBN 08810699X $18.95 for ChildrenAlike and Different: Exploring Our Humanity with Young Children (B. Neugebauer)—acollection of practical essays to help integrate children from all sorts of backgrounds, includingchildren with special needs, into your program NAEYC #240 $8.00Anti-Bias Curriculum: Tools for Empowering Young Children (L. Derman-Sparks)—a highlyreadable book full of suggestions for assisting staff in respecting children and their parents asindividuals with ideas for explaining cultural, gender, and racial differences, answering difficultquestions, and celebrating holidays NAEYC #242 $7.00Valuing Diversity: The Primary Years (J. B. McCraken)—ideas to inspire teachers to find creativeways to value diversity within and beyond the classroom NAEYC #238 $5.00A Place for Me: Including Young Children with Special Needs in Early Care and EducationSettings (P. Chandler)—offers teachers and care givers strong encouragement and practical help tomeet the challenges involved in making inclusion work NAEYC #237 $4.50Multicultural Issues in Child Care (J. Gonzalez-Mena)—offers strategies to infant/toddler caregivers for resolving conflicts, developing an inclusive curriculum, and becoming sensitive tovarying cultures and child rearing practices (also useful for preschool teachers) Redleaf Press #1708 ISBN1559346299 $16.95Cultural Competence Self-Assessment Questionnaire: A Manual for Users (J. L. Mason)—aninstrument to assist child and family-serving programs to identify cross-cultural strengths andareas in which change may be needed. Research Institute for Human Services, Portland, OR $8.00Teaching Tolerance—a wonderful magazine for educators devoted to diversity One subscription free to centers or schools - send request on center/school letterhead to: Teaching Tolerance, 400 Washington Ave., Montgomery, AL 36104 FAX (334) 264-3121 11
    • This checklist provides concrete examples of practices people who provide services to young children and their families canimplement to foster and support diversity and multiculturalism in their early childhood settings. Items examine the physicalenvironment, materials and resources, and communication styles, as well as values and attitudes of staff. This checklist wasdeveloped by Tawara D. Taylor, MA—Georgetown University Child Development Center, in Washington DC. Promoting Cultural Diversity & Cultural Competency Self-Assessment Checklist for Personnel Providing Services and Supports to Young Children and Their Families in Early Intervention and Early Childhood Settings Directions: Please select A, B, or C for each item listed below. A = Things I do frequently B = Things I do occasionally C = Things I do rarely or never PHYSICAL ENVIRONMENT, MATERIALS & RESOURCES ___ 1. I display pictures, posters and other materials which reflect the cultures and ethnic backgrounds of children and families in my classroom, program, or agency. ___ 2. I select props for the dramatic play/housekeeping area that are culturally diverse (e.g., dolls, clothing, cooking utensils, house- hold articles, furniture). ___ 3. I insure that the book/literacy area has picture and story books that reflect the different cultures of children and families in my classroom, program, or agency. ___ 4. I insure that tabletop toys and other accessories which depict people are representative of the various cultural and ethnic groups within my community and the society in general. ___ 5. I read a variety of books exposing children in my classroom or program to various life experiences of cultures and ethnic groups other than their own. Tawara D. Taylor, MA—Georgetown University Child Development Center–UAP–revised 3/95 12
    • ___ 6. When such books are not available, I provide opportunities for children and their families to create their own books and include them among the classroom or program resources and materials.___ 7. I encourage and provide opportunities for children and their families to share experiences through storytelling, puppets, marionettes, or other props to support the “oral tradition” common among many cultures.___ 8. I plan trips and community outings to places where children and their families can learn about their own cultural or ethnic history, as well as the history of others.___ 9. I select videos, films, or other media resources which are culturally diverse to share with children and families served by my classroom, program, or agency.___ 10. I play a variety of music and introduce musical instruments from many cultures.___ 11. I insure that meals provided include foods that are unique to the cultural and ethnic backgrounds of children and families served by my classroom, program, or agency.___ 12. I provide opportunities for children to cook or sample a variety of foods typically served by different cultural and ethnic groups other than their own.___ 13. If my classroom, program, or agency consists entirely of children and families from the same cultural or ethnic group, I feel it is important to plan an environment and implement activities that reflect the cultural diversity within the society at large.___ 14. I recognize and insure that curricula I use include traditional holidays celebrated by the majority culture, as well as those holidays which are unique to the culturally diverse children and families served by my classroom, program, or agency. Tawara D. Taylor, MA—Georgetown University Child Development Center–UAP–revised 3/95 13
    • COMMUNICATION STYLES___ 15. For children who speak languages or dialects other than English, I attempt to learn and use key words in their language so that I am better able to communicate with them.___ 16. I use visual aids, gestures, and physical prompts in my interactions with children who have limited English proficiency.___ 17. When interacting with parents who have limited English proficiency, I always keep in mind that: • limitations in English proficiency are in no way a reflection of a person’s intellectual functioning. • limited ability to speak the language of the dominant culture has no bearing on an individual’s ability to communicate effectively in his/her language of origin. • an individual may or may not be literate in his/her language of origin or English.___ 18. When possible, I insure that all notices and communiqués to parents are written in their language of origin.___ 19. I understand that it may be necessary to use alternatives to written communication for some families, as word of mouth may be a preferred method of receiving information.___ 20. I use bilingual volunteers or staff to serve as interpreters for meetings, conferences, or other events for parents who require this level of assistance.___ 21. I avoid correcting the language expressions of children who speak English but use nonstandard dialects.___ 22. I accept and recognize the differences between language used at school and in the home setting.___ 23. I encourage and invite parents to volunteer and assist in classroom, program, or agency activities regardless of their ability to speak English.___ 24. I attempt to determine any family colloquialisms used by children and families that may impact assessment or other interventions. Tawara D. Taylor, MA—Georgetown University Child Development Center–UAP–revised 3/95 14
    • VALUES & ATTITUDES___ 25. I avoid imposing values which may conflict or be inconsistent with those of cultures or ethnic groups other than my own.___ 26. I discourage children from using racial and ethnic slurs by helping them understand that certain words hurt others.___ 27. I screen books, movies, and other media resources for negative cultural, ethnic, or racial stereotypes before sharing them with children and their parents served by my classroom, program, or agency.___ 28. I provide activities to help children learn about and accept the differences and similarities in all people as an ongoing component of program curricula.___ 29. I intervene in an appropriate manner when I observe staff or parents within my program or agency engaging in behaviors that show cultural insensitivity or prejudice.___ 30. I recognize and accept that individuals from culturally diverse backgrounds may desire varying degrees of acculturation into the dominant culture.___ 31. I accept and respect that male-female roles in families may vary significantly among different cultures (e.g., who makes major decisions for the family, play and social interactions expected of male and female children).___ 32. Even though my professional or personal viewpoints may differ, I accept the family/parents as the ultimate decision makers for services and supports for their children.___ 33. I recognize that the meaning or value of education may vary greatly among cultures.___ 34. I accept that religion and other beliefs may influence how families respond to illness, disease, and death.___ 35. I recognize and accept that superstition and religious beliefs may influence a family’s reaction and approach to a child born with a disability or later diagnosed with a disability or special health care needs. Tawara D. Taylor, MA—Georgetown University Child Development Center–UAP–revised 3/95 15
    • ___ 36. I recognize that the meaning or value of medical treatment and health education may vary greatly among cultures.___ 37. I understand that traditional approaches to disciplining children are influenced by culture.___ 38. I understand that families from different cultures may have different expectations of their children for acquiring toileting, dressing, feeding, and other self-help skills.___ 39. I accept and respect that customs and beliefs about food—its value, preparation, and use—are different from culture to culture.___ 40. I advocate for the review of my program’s or agency’s mission statement, goals, policies, and procedures to insure that they incorporate principles and practices that promote cultural diversity and cultural competence.___ 41. Before visiting or providing services in the home setting, I seek information on acceptable behaviors, courtesies, customs, and expectations which are unique to families of specific cultures and ethnic groups served by my program or agency.___ 42. I seek information from family members or other key community informants which will assist in service adaptation so I may better respond to the needs and preference of culturally and ethnically diverse children and families served by my classroom, program, or agency. How to use this checklist This checklist is intended to heighten the awareness and sensitivity of personnel to the importance of cultural diversity and cultural competence in early childhood settings. It provides concrete examples of the kinds of practices that foster such an environment. There is no answer key with correct responses. However, if you frequently responded "C," you may not necessarily be engaging in practices which promote a culturally diverse and culturally competent learning environment for children and families within your classroom, program, or agency. Developed by and used with permission from Tawara D. Taylor, MA, Georgetown University Child Development Center, Center for Child Health and Mental Health Policy, University Affiliated Program, Washington, DC (June, 1989), revised 1993 and 1995. (This version includes items from the 1996 Self-Assessment Checklist for Personnel Providing Services and Supports to Children with Special Health Needs and their Families.) Tawara D. Taylor, MA—Georgetown University Child Development Center–UAP–revised 3/95 16
    • Resource Lists Enriching Classroom Diversity with Books for Children, In-depth Discussion of Them, and Story Extension Activities This booklist offers a comprehensive listing of books for children, teachers, and parents on a variety of topics related to diversity and culture. Itoriginally appeared in Young Children, a publication of the National Association for the Education of Young Children, (1993), Vol. 48, pages 10–12. Diversity in Children’s Lives: Children’s Books & Classroom Helps This is another comprehensive list of children’s books on various topics related to diversity and culture. Compiled in 1996 by All Together Now!, a publication of Partnerships for Inclusion (PFI), this list was revised in 1998 for the second edition of ¡Hola! means Hello! PFI is a project of the Frank Porter Graham Child Development Center at the University of North Carolina at Chapel Hill. 17
    • Enriching Classroom Diversity WithBooks for Children, In-depth Discussion of Them, and Story-Extension ActivitiesThink what a difference it would make in your classroom if you bought, often read and discussed,and sometimes did story-extension activities related to a number of these books! Buying andfrequently using diversity books with your children can make the most homogeneous group morefamiliar with human diversity!Children with special situationsCaines, J. (1973). Abby. New York: Harper & Row. Children’s Television Workshop. (1980). SignClifton, L. (1983). Everett Anderson’s goodbye. language fun. New York: Random House. New York: Holt. dePaola, T. (1981). Now one foot, now the other. New York: Putnam. Frank, D. (1974). About handicaps: An openCooperation family book for parents and children together.Ancona, G. (1985). Helping out. New York: New York: Walker. Clarion Books. Greenfield, E. (1980). Darlene. New York:Burningham, J. (1973). Mr. Gumpy’s motor car. Methuen. New York: Crowell. Head, B., & Seguin, J. (1975). Who am I?Galdone, P. (1973). The little red hen. Boston: Pittsburgh: Family Communications. Houghton Mifflin. Heide, F. (1979). Sound of sunshine, sound ofIwamura, K. (1984). Ton and Pon. New York: rain. New York: Scholastic. Bradbury. Jensen, V.A. (1983). Catching. New York: Putnam.Lionni, L. (1973). Swimmy. New York: Knopf. Larche, D.W. (1985). Father Gandor nurseryMann, P. (1966). The street of the flower boxes. rhymes. Santa Barbara, CA: Advocacy Press. New York: Coward, McCann & Geoghegan. Litchfield, A. (1976). A button in her ear. Niles, IL: Whitman.Diverse abilities: Litchfield, A. (1977). A cane in her hand.Children and others with disabilities Niles, IL: Whitman.Aseltine, L., & Mueller, E. (1986). I’m deaf and Peterson, J. (1977). I have a sister, my sister is it’s okay. Niles, IL: Whitman. deaf. New York: Harper & Row.Baker, P. (1986). My first book of sign. Wash- Powers, M.E. (1986). Our teacher’s in a wheel- ington, DC: Gallaudet University Press. chair. Niles, IL: Whitman.Bellet, J. (1984). A-B-C-ing: An action alphabet. Quinsey, M.B. (1986). Why does that man have New York: Crown. such a big nose? Seattle: Parenting Press.Bourke, L. (1981). Handmade ABC reading. Rosenberg, M. (1983). My friend Leslie. New Reading, MA: Addison-Wesley. York: Lothrop, Lee & Shepard.Brown, T. (1991). Someone special, just like Sargent, S., & Wirt, D. (1983). My favorite you. New York: Holt, Rinehart & Winston. place. New York: Abingdon.Cairo, S. (1985). Our brother has Down’s Stein, S.B. (1974). About handicaps. New York: syndrome. Willowdale, ON: Annick Press. Walker. 18
    • Tickle Tune Typhoon. (1989). Let’s be friends Rylant, C. (1982). When I was young in the (video). Seattle: Tickle Tune Typhoon. mountains. New York: E.P. Dutton.Wolf, B. (1974). Don‘t feel sorry for Paul. New Schaffer, P. (1988). How babies and families are York: Harper & Row. made. Berkeley, CA: Taber Sarah. Scott, A.H. (1972). On mother’s lap. New York:Don‘t forget fairy tales and animal stories McGraw-Hill. with antibias themes, such as “The Ugly Simon, N. (1976). All kinds of families. Chi- Duckling,” Lionni’s Cornelius, Steig’s Amos cago: Albert Whitman. and Boris, and Waber’s You Look Ridiculous. Spier, P. (1980). People. New York: Doubleday. Williams, B. (1975). Kevin’s grandma. NewDiverse families, special relationships York: Scholastic.Bauer, C.F. (1981). My mom travels a lot. New Williams, V.B. (1982). A chair for my mother. York: Frederick Warne. New York: Greenwillow.Caines, J. (1977). Daddy. New York: Harper & Row. Williams, V.B. (1990). “More, more, more,” said theChristiansen, C.B. (1989). My mother’s house, baby: 3 love stories. New York: Greenwillow. my father’s house. New York: Atheneum.Dijs, C. (1991). Are you my mommy? A pop-up Diverse gender behaviors book. New York: Simon & Schuster. Behrens, J. (1985). I can be a truck driver.Eisenberg, P.R. (1992). You’re my Nikki. New Chicago: Children’s Press. York: Dial Books for Young Readers. Caines, J. (1982). Just us women. New York:Flournoy, V. (1980). The twins strike back. New Harper & Row. York: Dial. DeGrosbois, L., Lacelle, N., LaMothe, R., &Fox, M. (1985). Wilfrid Gordon McDonald Nantel, L. (1976). Mommy works on dresses Partridge. New York: Kane/Miller. (C. Bayard, Trans.). Toronto: Women’s Press.Greenberg, P. (1981). I know I’m myself be- English, B. (1988). Women at their work. New cause. New York: Human Sciences Press. York: Dial.Greenfield, E. (1976). First pink light. New Kempler, S. (1981). A man can be… New York: York: Scholastic. Human Resources Press.Hest, A. (1984). The crack of dawn walkers. Lasker, J. (1972). Mothers can do anything. New York: Macmillan. Niles, IL: Whitman.Hill, E.S. (1967). Evan’s corner. New York: Merriman, E. (1972). Boys and girls, girls and Rinehart and Winston. boys. New York: Holt, Rinehart & Winston.Hines, A. G. (1986). Daddy makes the best Merriman, E. (1989). Mommies at work. New spaghetti. New York: Clarion. York: Simon & Schuster.Johnson, A. (1990). Do like Kyla. New York: Omerod, J. (1981). Sunshine. New York: Orchard. Lothrop, Lee & Shepard.Keats, E.J. (1967). Peter’s chair. New York: Portnoy, M.A. (1986). Ima on the Bima. Harper & Row. Rockville, MD: Kar-Ben Copies.Perry, P., & Lynch, M. (1985). Mommy and Rockwell, A. (1981). When we grow up. New Daddy are divorced. New York: Dial Books York: Dutton. for Young Readers. Wandro, M. (1981). My daddy is a nurse.Polacco, P. (1988). The keeping quilt. New York: Reading, MA: Addison Wesley. Simon & Schuster. Waxman, S. (1989). What is a girl? What is aRice, M., & Rice, C. (1987). All about me. boy? New York: Harper & Row. Garden City, NY: Doubleday. Winthrop, E. (1985). Tough Eddie. New York:Rose, D.L. (1991). Meredith’s mother takes the Dutton. train. Morton Grove, IL: Albert Whitman. Zolotow, C. (1972). William’s doll. New York:Rosenberg, M.B. (1985). Being a twin, having a Harper & Row. twin. New York: Lothrop, Lee & Shepard. 19
    • Environment Quinlan, P. (1987). My dad takes care of me.Altman, I., & Wohlwill, J. (Eds.). (1978). Chil- Willowdale, ON: Annick Press. dren and the environment. New York: Plenum.Bittinger, G. (1990). Our world. Everett, WA: Misuses of power Warren. Seuss, Dr. (1950). Yertle the turtle and otherCornell, J.B. (1979). Sharing nature with young stories. New York: Random House. children. Nevada City, CA: Ananda.Earth Works Group. (1991). Fifty simple things Multicultural/antibias (general) kids can do to recycle. Berkeley, CA: Author. All of us will shine (recording). Tickle TuneGriffin, S. (1984). Conservation seeds activities Typhoon. P.O. Box 15153, Seattle, WA 98115. book. Jefferson City, MO: Conservation Anders, R. (1976). A look at prejudice and Commission of the State of Missouri. understanding. Minneapolis: Lerner.Holt, B. G. (1989). Science with young children Beim, J., & Beim, J. (1947). The swimming hole. (rev. ed.). Washington, DC: NAEYC. New York: Morrow.Johnson, C.M. (1987). Discovering nature with Beim, J., & Beim, J. (1945). Two is a team. New young people: An annotated bibliography and York: Harcourt Brace Jovanovich. selection guide. Westport, CT: Greenwood Press. Clifton, L. (1976). Everett Anderson’s friend.Link, M. (1981). Outdoor education: A manual New York: Holt, Rinehart & Winston. for teaching in nature’s classroom. Engle- Cohen, B. (1983). Molly’s pilgrim. New York: wood Cliffs, NJ: Prentice-Hall. Lothrop, Lee & Shepard.McQueen, K., & Frassler, D. (1991). Let’s talk Corey, D. (1983). You go away. New York: trash: The kids book about recycling. Greenwillow. Burlington, VT: Waterfront Books. Goldin, A. (1965). Straight hair, curly hair.Nickelsburg, J. (1976). Nature activities for early New York: Harper & Row. childhood. Menlo Park, CA: Addison-Wesley. Hazen, B.S. (1985). Why are people different? APerry, G. & Rivkin, M. (1992). Teachers and book about prejudice. New York: Golden Books. science. Young Children, 47(4), 9-16. Hug the earth (recording). (1985). Tickle TuneRivkin, M. (1992). Science is a way of life. Typhoon, P.O. Box 15153, Seattle, WA 98115. Young Children, 47(4), 4-8. Jonas, A. (1982). When you were a baby. NewSisson, E.A. (1982). Nature with children of all York: Greenwillow. ages: Adventures for exploring, learning, and Macmillan, D., & Freeman, D. (1987). My best enjoying the world around us. Englewood friend Martha Rodriquez. New York: Julian Cliffs, NJ: Prentice-Hall. Messner.Skelsey, A., & Huckaby, G. (1973). Growing up Martin, B., Jr. (1970). I am freedom’s child. green. New York: Workman. Oklahoma City: Bowmar. Martin, B., Jr. (1983). Brown bear, brown bear,Anti-animal stereotype what do you see? New York: Holt, RinehartdePaola, T. (1981). The hunter and his animals. & Winston. New York: Holiday House. Seuss, Dr. (1961). The sneetches. New York:Nicki, P. (1988). The story of a kind of wolf. Random House. New York: North-South Books. African-AmericanLow income and job loss Boone-Jones, M. (1968). Martin Luther King,Jr.:Bethel, J. (1970). Three cheers for Mother Jones. A picture story. Chicago: Children’s Press. New York: Holt, Rinehart & Winston. Brenner, B. (1978). Wagon wheels. New York:Jordan, J. (1975). New life: New room. New Harper & Row. York: Crowell. Church, V. (1971). Colors around me. Chicago:Nolan, M. (1978). My daddy don’t go to work. Afro-American Publishing. Minneapolis: Carolrhoda. Clifton, L. (1973). The boy who didn’t believe in spring. New York: E.P. Dutton. 20
    • Clifton, L. (1980). Don’t you remember? New Hawaiian York: Dalton. Feeney, S. (1980). A is for Aloha. Honolulu:Clifton, L. (1980). My friend Jacob. New York: University of Hawaii Press. Elsevier/Dutton. Feeney, S. (1985). Hawaii is a rainbow. Hono-Feelings, T., & Greenfield, E. (1981). Day- lulu: University of Hawaii Press. dreamers. New York: Dial. Mower, N. (1984). I visit my Tuhu andGreenfield, E. (1973). Rosa Parks. New York: Grandma. Kailua, HI: Press Pacifica. Harper.Greenfield, E. (1975). Me and Nessie. New Hmong York: Harper & Row. Goldfarb. M. (1982). Fighters, refugees, immi-Greenfield, E. (1978). Honey, I love and other grants: A story of the Hmong. Minneapolis: love poems. New York: Crowell. Carolrhoda.I’m gonna let it shine—a gathering of voices for Interracial freedom (recording). Round River Records, Adoff, A. (1973). Black is brown is tan. New 301 Jacob St., Seekonk, MA 02771. York: Harper & Row.Keats, E.J. (1964). Whistle for Willie. New York: Bunin, C., & Bunin, S. (1976). Is that your Viking Press. sister? New York: Pantheon.McGovern, A. (1969). Black is beautiful. New Mandelbaum, P. (1990). You be me, I’ll be you. York: Scholastic. Brooklyn, NY: Kane/Miller.Meyer, L.D. (1988). Harriet Tubman: They Miller, M. (1991). Whose shoe. New York: called me Moses. Seattle: Parenting Press. Greenwillow.Schlank, C.H., & Metzker, B. (1989). Martin Rosenberg, M. (1984). Being adopted. New Luther King, Jr.: A biography for young chil- York: Lothrop, Lee & Shepard. dren. Rochester AEYC, Box 356, Henrietta, Rosenberg, M. (1986). Living in two worlds. NY 14467. New York: Lothrop, Lee & Shepard.Showers, P. (1962). Look at your eyes. New Welber, R. (1972). The train. New York: Pan- York: Crowell. theon.Simon, N. (1976). Why am I different? Niles, IL: Whitman. Japanese AmericanWilliams, V.B. (1986). Cherries and cherry pits. Bang, M. (1985). The paper crane. New York: New York: Greenwillow. Morrow.Yarbrough, C. (1979). Cornrows. New York: Coward-McCann. Jewish American Avni, F. (1986). A child’s look at . . . what itAlaskan/Eskimo means to be Jewish (recording). Alcazar, BoxRobinson, T. (1975). An Eskimo birthday. New 429, Waterbury, VT 05676. York: Dodd, Mead. Avni, F. (1986). Mostly matzah (recording).Rogers, J. (1988). Runaway mittens. New York: Waterbury, VT: Alcazar. Greenwillow. Greene, J.D. (1986). Nathan’s HanukkahSteiner, B. (1988). Whale brother. New York: bargain. Kar-Ben Copies, Inc., 6800 Walker. Tildenwood Lane, Rockville, MD 20852. Hirsh, M. (1984). I love Hanukkah. New York:Chinese American Holiday House.Fogel, J. (1979). Wesley, Paul: Marathon runner. New York: Lippincott. Korean AmericanPinkwater, M. (1975). Wingman. New York: Pack, M. (1978). Aekyung’s dream. Chicago: Dodd, Mead. Children’s Press. 21
    • Latino New Mexico People and Energy Collective.Atkinson, M. (1979). Maria Teresa. Carrboro, (1981). Red ribbons for Emma. Berkeley, CA NC: Lollipop Power. New Seeds Press.Martel, C. (1976). Yagua days. New York: Dial. Shor, P. (1973). When the corn is red. New York: Abingdon.Long, long ago Smith, M.M. (1984). Grandmother’s adobeBaylor, B. (1969). Before you came this way. dollhouse. New Mexico Magazine, Bataan New York: E.P. Dutton. (Native American). Memorial Building, Santa Fe, NM 87503.Chang, K. (1977). The iron moonhunter. San Francisco: Children’s Book Press. (Chinese Spanish American). Ada, A.F. (1990). Abecedario de los animales.dePaola, T. (1983). The legend of the bluebon- Madrid, Spain: Espasa Calpe. net. New York: Putnam. (Native American). Baden, R. (1990). Y Domingo, siete [And SundayFlournoy, V. (1985). The patchwork quilt. New makes seven]. Niles, IL: Albert Whitman. York: Dial Books for Young Readers. Blue, R. (1971). I am here/Yo estoy aqui. NewHamilton, V. (1988). In the beginning: Creation York: Franklin Watts. stories from around the world. New York: Graw, J.S. (1989). La ratita presumida [The little Harcourt Brace Jovanovich. conceited rat]. Barcelona, Spain: EdicionesHighwater, J. (1981). Moonsong lullaby. New York: Hymsa. Lothrop, Lee & Shepard. (Native American). Pomerantz, C. (1980). The Tamarindo puppyLevinson, R. (1986). I go with my family to and other poems. New York: Greenwillow. Grandma’s. New York: Dutton. Rosario, I. (1987). Idalia’s project ABC: AnMonjo, F.N. (1970). The drinking gourd. New urban alphabet book in English and Spanish. York: Harper & Row. (African American). New York: Holt, Rinehart & Winston. Simon N. (1974). What do I do? Que hago?Native American Niles, IL: Whitman.Bales, C.A. (1972). Kevin Cloud: Chippewa boy Suarez, M. (1989). Los colores [Colors]. Mexico in the city. Chicago: Reilly & Lee. City: Editorial Grijalbo.Baylor, B. (1976). Hawk, I’m your brother. New York: Scribner’s. Vietnamese AmericanBlood, C., & Link, M. (1980). The goat in the Constant, H. (1974). First snow. New York: Knopf. rug. New York: Macmillan. Macmillan, D., & Freeman, D. (1987). My bestCameron, A. (1988). Spider woman. Madeira friend Duc Tran: Meeting a Vietnamese- Park, BC: Harbour. American family. New York: Julian Messner.Crowder, J. (1969). Stephanie and the coyote. Upper Shalant, P. (1988). Look what we’ve brought you Strata, Box 278, Bernalillow, NM 87004. from Vietnam: Crafts, games, recipes, stories,Hayes, J. (1989). Coyote and Native American and other cultural activities from new Ameri- folk tales (recording). Santa Fe, NM: Trails cans. New York: Julian Messner. West.Hoyt-Goldsmith, D. (1993). Totem pole. New [Printed with permission, Young Children, 1993]. York: Holiday House.Jeffers, S. (1991). Brother eagle, sister sky. New York: Dial Books.Locke, K. (1983). Lakota/Dakota flute music (recording). Featherstone, P.O. Box 487, Brookings, SD 57006.Locker, T. (1991). The land of the gray wolf. New York: Dial Books.Martin, B., Jr., & Archambault, J. (1987). Knots on a counting rope. New York: Henry Holt. 22
    • Diversity in Children’s Lives Children’s Books & Classroom HelpsCultureA Is for Africa by Ifeoma Onyefulu. (African) Brothers and Sisters by Ellen Senisi. (FamilyABCs of Our Spiritual Connection by Kim Soo. relationships, new baby) (Common ethics & cultural values) Brown Angels by Walter Dean Myers. (African-Abiyoyo by Pete Seeger. (South African) American)Abuela by Arthur Dorres. (Elders) Building a Bridge by Lisa Shook Begaye.Abuela’s Weave by Omar S. Castaneda. (Elders) (Navajo-Anglo friendship)All God’s Critters Got a Place in the Choir by Building an Igloo by Ulli Steltzer. (Inuit, Native Bill Staines. (Music included) American)All Kinds of Families by Norma Simon. Carving a Totem Pole by Vickie Jensen. (Multicultural) Cultural (Nisgu’a, Native American)All the Colors of the Earth by Sheila Hamanaka. Celebrate Christmas Around the World by BethAll the Colors We Are/Todos Los Colores de Dvergsten Stevens. (Arts, crafts, etc.) Nuestra Piel by Kate Kissinger. (Bilingual) Celebrating Summer by Rita Kohn. (NativeAMA Kids Series by Martine Davison. (Disability, American traditions, activities) emotional well-being, health care) Cheyenne Again by Eve Bunting. (Young BullAmazing Grace by Mary Hoffman. (African- taken to boarding school) American) Children Around the World by Jane A. Hodges-Amelia’s Road by Linda Jacobs Altman. Caballero. (Activity book) (Latino, migrant) Children Just Like Me by Barnabas & AnabelAnansi the Spider by Gerald McDermott. Kindersley. (Alike/Different) (African folk tale) Children Just Like Me - Celebrations by BarnabasThe Anti-Bias Curriculum by Louise Derman- & Anabel Kindersley (Alike/Different) Sparks. (Disability, gender) Children Just Like Me - Our Favorite Stories byArctic Memories by Normee Ekoomiak. (Inuit, Barnabas & Anabel Kindersley. (Alike/ Native Americans) Different)At the Beach by Huy Voun Lee. (Chinese) Chinye by Obi Onyefulu. (West African)Baba Yaga and Vasilia the Brave by Elizabeth A Christmas Surprise for Chabelita by Argentina Winthrop. (Russian folk tale) Palacios. (Holidays, festivals)Bein’ with You This Way by W. Kikola-Lisa. Cleversticks by Bernard Ashley. (Chinese) (Multicultural) Confetti: Poems for Children by Pat Mora.Birthdays: Celebrating Life Around the World by (Spanish words) Eve B. Feldman. (Holidays, Festivals) Corn Is Maize by Aliki. (Native American)Black Is Brown Is Tan by Arnold Adoff. Count Your Way through ... by Jim Haskins.Black, White, Just Right! by Marguerite W. (Africa, Canada, China, Japan, Mexico) Davol. (Biracial) Cultural Awareness for Children by Allen,Bread Is for Eating by David & Phillis McNeill & Schmidt. (Customs of 8 cultures) Gershator. (Spanish) Daddies by Adele Aron Greenspan. 23
    • The Daddy Book by Ann Morris. (Multicultural) The Goat in the Rug by Charles & Martin LinkDancing with the Indians by Angela Shelf Blood. (Navajo weaving) Medearis. (Africian & Native Americans) Gracias, Rosa by Michelle Markel.Developing Cross-Cultural Competence: A Guide Grandfather Tang’s Story by Ann Tompert. for Working with Young Children and Their (Chinese, tangrams) Families by Eleanor W. & Mac J. Hanson Grandma by Debbie Bailey. Lynch. Grandpa by Debbie Bailey.Dinner at Aunt Connie’s House by Faith Greetings, Sun by Phillis and David Gershator. Ringgold. (African-American family) (Caribbean)Dounia by Natacha Karvoskaia. (Interracial Hands Around the World by Susan Milord. adoption) (Games, ideas, recipes, activities)Dreamcatcher by Audrey Osofsky. (Ojibway) Happy Birthday, Martin Luther King by JeanDreamplace by George Ella Lyon. (Pueblos) Marzollo.Dumpling Soup by Jama Kim Rattigan. Here Are My Hands by Bill & John (Hawaiian, holidays, festivals) Archambault Martin, Jr.Echoes of the Elders by Chief Lelooska. How My Family Lives in America by Susan (Northwest Coast Indians) Kuklin. (Multicultural)The Egyptian Cinderella by Shirley Climo. The Hundred Languages of Children by CarolynThe Elders Are Watching by Dave Bouchard. Edwards, Lella Gandini, & George Foreman. (Native American, ecology, respect, promises) I’m a Girl! by Lila Jukes.Elijah’s Angel: A Story for Chanukah and In the Snow by Huy Voun Lee. (Chinese) Christmas by Michael J. Rosen. (Religious Jalapeno Bagels by Natasha Wing. differences, holidays, festivals) Jamaica’s Blue Marker by Juanita. (African-Everybody Bakes Bread by Norah Dooley. American) (Multicultural Recipes) Joining Hands by Carol Wade Rahima. (Activities)Everybody Cooks Rice by Norah Dooley. Josefina by Jeanette Winter. (Mexican biography) (Multicultural Recipes) Joshua’s Masai Mask by Dakari Hru.Everybody Has Feelings by Charles E. Avery. (Emotional Well Being) (Cultural) Keepers of the Animals by Michael J. & JosephThe Fall Gathering by Rita Kohn. (Native Bruchac Caduto. (Stories & activities) American) Keepers of the Earth by Michael J. & JosephFamilies Are Different by Nino Pellegrini. Bruchac Caduto. (Stories & activities) (Interracial adoption) Kente Colors by Debbi Chocolate. (Ghana)Feelings Inside You and Outloud Too by Barbara Kids Multicultural Artbook Around the World by Kay Pollard. (Multicultural) Susan Milord.Follow the Drinking Gourd by Jeanette Winter. Kindergarten Kids by Ellen Senise. (Slavery, music included) (Multicultural)From Far Away by Robert & Saoussan Askar Kwanzaa by Deborah M. Newton Chocolate. Munsch. (Lebanon to Canada) (African-American)Get Set! Swim! by Jeannine Atkins. (Puerto Laughing Together by Barbara K Walker. Rican) (Multicultural)Giving Thanks: A Native American Good Morn- Lights for Gita by Rachna Gilmore. ing Message by Chief Jake Swamp. (Native Lights on the River by Jane Resh Thomas. American–Mohawk) (Mexican-American migrant family)Global Art by MaryAnn F. Kohl & Jean Potter. Linking through Diversity by Walter Enloe & (Activities & projects) Ken Simon. (Art exchanges, computerGlobal Child by Maureen Cech. links, student videos)Glorious Angels: A Celebration of Children by The Lotus Seed by Sherry Garland. (Vietnam) Walter Dean Myers. (Multicultural) Luka’s Quilt by Georgia Gubank. (Hawaiian) 24
    • Make Someone Smile by Judy Lalli. (Peace, Our People by Angela S. Medearis. (African- multicultural) American)Mama, Do You Love Me? by Barbara M. Joose. Our Voices, Our Land by Trimble & Lloyd. (Native American, Inuit) (Native American)Margaret and Margarita/Margarita y Margaret Pablo’s Tree by Pat Mora. (Mexican; boy & by Lynn Reiser. (Spanish) grandfather)The Matzah that Papa Brought Home by Fran Peace Begins with You by Kathleen Scholes. Manushkin. (Passover, holidays, festivals) Peace Crane by Sheila Hamanaka. (Japan,Mi Papa by Debbie Bailey. African-American)Mom and Me by John Kaplan. Peanut Butter, Apple Butter, Cinnamon Toast byThe Mommy Book by Ann Morris. Argentina Palacios. (Nutrition, riddles)More, More, More Said the Baby by Vera Peboan and Seegwun by Charles Larry. Williams. (Interracial) (Ojibway, Native American)The Morning Chair by Barbara Joose Holland. Potluck by Anne Shelby. (Nutrition, recipes)Multicultural Folktales for the Feltboard & Powwow by George Ancona. (Contemporary Readers’ Theater by Judy Sierra. Native Americans)Multicultural Issues in Child Care by Janet Pulling the Lion’s Tail by Jane Kurtz. (Ethiopian, Gonzalez-Mena. stepparents)My Best Shoes by Marilee Robin Burton. Red Eggs and Dragon Boats by C. Stephanchuk. (Multicultural) (Chinese folklore, customs, recipes)My Dad by Debbie Bailey. A Ride on Mother’s Back by Emery & DurgaMy First Kwanzaa Book by Deborah M. New- Bernhard. (Alike/Different around the ton Chocolate. (Holidays, festivals) world)My Kokum Called Today by Iris Loewen. Roots and Wings by Stacey York. (Ojibway, generations of women) Secrets by Ellen Senise. (Multicultural)My Mom by Debbie Bailey. A Sense of Shabbat by Faige Kobre. (Holidays)My Wish for Tomorrow by United Nations. The Sensible Book by Barbara Kay Pollard. (Peace) (Multicultural)Myth, Music and Dance of the American Indian by Seven Candles for Kwanzaa by Andrea Davis Ruth De Cesare. (Songs, directions for mak- Pinkney. (Holidays, festivals) ing instruments) She Come Bringing Me that Little Baby Girl byNative Artists of North America by Reavis Eloise Greenfield. Moore. (Artist profiles & art projects) Snow on Snow on Snow by Cheryl Chapman.Navajo ABC by Luci Tapahonso & Eleanor (African-American) Schick. (Navajo) So Much by Trish Cooke. (Extended family)Night Lights by Barbara Diamond Golden. Somewhere in the World by Stacey Schuett. (Jewish harvest festival, holidays, festivals) (Multicultural)The Night the Grandfathers Danced by Linda Spring Planting by Rita Kohn. (Native American) Theresa Raczek. (Native American) Straight to the Heart: Children of the World byNorthern Lights by Diana Cohen Conway. Ethan Hubbard. (Hanukah, Upik Eskimo) Talking Walls by Margy Burns Knight.Northern Lullaby by Nancy White Carlstrom. (Cultural activities around world)Now I’m Big by Margaret Miller. (Multicultural) This House Is Made of Mud by Ken Buchanan.Ogbo by Ifeoma Onyefolo. (Nigerian) (Native American—Adobe bricks)The Old Man and His Door by Gary Soto. Through Indian Eyes by Beverly Slapin. (Spanish) Thunder Cake by Patricia Polacco. (Russian)One Smiling Grandma: A Caribbean Counting Too Many Tamales by Gary Soto. Book by Ann Marie Linden. The Tortilla Factory by Gary Paulsen. (Mexican)Our Granny by Margaret Wild. ’Twas the Night Before Thanksgiving by Dav Pilkey. (Multi-ethnic) 25
    • Two Pairs of Shoes by Esther Sanderson. Driven to Distraction: Recognizing and Coping (Native American, Metis Indian) with Attention Deficit Disorder by Edward M.Vasilissa the Beautiful by Elizabeth Winthrop. Hallowell & John J. Ratey. (ADD) (Russian folk tale) The Exceptional Child: Mainstreaming in EarlyWe Can All Get Along: 50 Steps You Can Take to Childhood Education 2nd Ed. by K. Eileen Help End Racism by Clyde W. Ford. Allen.Wee Sing Around the World by Price Stern Friends at School by Rochelle Burnnett. Sloan. (Disabilities)Welcoming Babies by Margie Burns Knight. Friends in the Park by Rochelle Burnnett. (Multicultural families) (Disabilities)What a Wonderful World by George David Friends Together: More Alike than Different by Weiss & Bob Thiele. Rochelle Burnnett. (Posters, Disabilities)What is Beautiful? by Maryjean Watson Avery. Grandma’s Wheelchair by Lorraine Henriod. (Multicultural) The Handmade Alphabet by Laura Rankin.What’s Your Name? by Marilyn Sanders. (Signing) (Muilticultural) Handtalk by Miller, Ancona, Charlip. (Signing)When Clay Sings by Byrd Baylor. (Native Handtalk Birthday by Miller, Ancona, Charlip. American, work) (Signing)Where Indians Live: American Indian Houses Handtalk Zoo by Miller, Ancona, Charlip. by Nashone. (Signing)Why Am I Different? by Norma Simon. Happy Birthday! by Angela Bednarczyk & Janet (Alike/Different) Weinstock. (Signing)Winter Storytime by Rita Kohn. (Native How Smudge Came by Nan Gregory. (Down American) syndrome, AIDS)With Respect for Others by Cynthia M. Including All of Us by Project Inclusive. Manthey. (Activities) I Have a Sister, My Sister is Deaf by JeanneWood-Hoopoe Willie by Virginia Kroll. Peterson. (Kwanzaa, holidays, festivals) Knots on a Counting Rope by Bill & JohnThe Zebra-Riding Cowboy by Angela Shelf Archambault Martin, Jr. (Blindness, Native Medearis. (Africian-American, Hispanic) American)Zora Hurston and the Chinaberry Tree by Making Room for Uncle Joe by Ada Litchfield. William Miller. (African American) (Adult with Down syndrome) Mama Zooms by Jane Cowen-Fletcher. (MomDisability in wheelchair)Adapting Early Childhood Curricula for Children Mama’s Morning by Kate Sternberg. (ADD) with Special Needs: 3rd Ed. by Annette Maybe You Know My Kid by Mary Cahill Tessier, Virginia Ambruster & Ruth Cook. Fowler. (ADD)Amigos en la Escuela by Rochelle Burnnett. My Friend Leslie: The Story of a Handicapped (Spanish version) Child by Maxine Rosenberg.Arthur’s Eyes by Marc Brown. (Glasses) My Mommy’s Special by Jennifer English.Creative Play Activities for Children with (Mom in wheelchair, multiple sclerosis) Disabilities: A Resource Book for Teachers and Nobody’s Perfect: Living & Growing with Chil- Parents by Lisa Rappaport & Linda Schulz dren Who Have Special Needs by Nancy B. Morris. Miller.Creatures of an Exceptional Kind by Dorothy B. Nosotros si podemos hacerlo! by Laura Dwight. Whitney. (Animals with disabilities) (Special Kids—Spanish version)Dad and Me in the Morning by Patricia Lakin. One Light, One Sun by Raffi. (Boy in wheelchair) (Deafness) Opposites by Angela Bednarczyk & Janet Weinstock. (Signing) 26
    • Our Brother Has Down’s Syndrome by Jasmine Daddy Makes the Best Spaghetti by Anna Shelley & Tara Cairo. Grossnickle Hines. (Relationships)Our Teacher’s in a Wheelchair by Mary Ellen Daddy’s Roommate by Michael Wilhoite. Powers. (Disability from injury) (Divorced parent, alternate life-style)Patrick Gets Hearing Aids by Riski & Klakow. Dear Fred by Susanna Rodell. (Half-brother)A Place for Grace by Jean Davis-Okimoto. Did My First Mother Love Me? A Story for an (Deaf, hearing dogs) Adopted Child by Kathryn Ann Miller.A Place for Me: Including Children with Special Dinosaurs Divorce: A Guide for Changing Fami- Needs in Early Care and Education Settings by lies by Laurne K. & Marc Brown. (Divorce) Phyllis A. Chandler. The Divorce Workbook by Sally B. Ives, DavidRaising Your Spirited Child: A Guide for Parents Fassler, & Michele Lash. Whose Child is More Intense, Sensitive, Do I Have A Daddy? by Jeanne Warren Perceptive, Persistent, Energetic by Mary Lindsay. (Single parent) Sheedy Kurcinka. Fly Away Home by Andrew Bunting.Somebody Called Me Retard Today…and My (Homelessness) Heart Felt Sad by Ellen O’Shaughnessy. Goodbye, Daddy by Bidgette Weninger.Someone Special, Just Like You by Tricia Brown (Divorce) & Fran Ortiz. Grandmother’s Alphabet by Eve Shaw.The Storm by Marc Harshman. (Wheelchair) (Women’s Work)Through Grandpa’s Eyes by Patricia Journey Home by Lawrence McKay, Jr. MacLachlan. (Blindness) (Vietnamese)A Very Special Critter by Gina & Mercer Meyer. Heroes by Ken Lee Mochizuki.We Can Do It! by Laura Dwight. (Special Kids) I Hate Divorce by Pat Hanna Otto.Where’s Chimpy? by Berneice Rabe. (Down Leo, the Late Bloomer by Robert Kraus. syndrome) Mimi’s Tutu by Tynia Thomassie. (African-William and the Good Old Days by Eloise American) Greenfield. (Blindness) Mom and Dad Don’t Live Together Anymore by Kathy Stinson. My Kind of Family by Michele Lash, Sally IvesFamily Loughridge, & David Fassler. (Single parent)Anna Day and the O-Ring by Elaine Wickens. My Two Uncles by Judith Vigna. (Two mommies) Never, No Matter What by Maryleah Otto.At Daddy’s on Saturdays by Linda Walvoord (Separation, abuse) Girard. (Divorce) Priscilla Twice by Judith Caseley. (Divorce)Aunt Flossie’s Hats (and Crab Cakes Later) by Pushkin Meets the Bundle by Harriet M. Ziefert. Elizabeth Fitzgerald Howard. (New Baby)Aunt Harriet’s Underground Railroad in the Sky Real Sisters by Susan Wright. (Interracial by Faith Ringgold. (Relationships) adoption)The Baby Book by Ann Morris. (Family type) Saturday at the New You by Barbara E. Barber.Banana Beer by Carol Carrick. (Alcoholism) (African-American)A Birthday Basket for Tia by Pat Mora. Say Hola to Spanish by Susan Middleton Elya. (Extended family, Mexican) (Family Relationships)By the Dawn’s Early Light by Karen Ackerman. Space Travelers by Margaret Wild. (Mom works midnight shift) (Homelessness)Changing Families by David Fassler, Michele Thanksgiving Treat by Catherine Stock. Lash & Sally Ives. (Family Guide) Through the Night by Jim Aylesworth. (ParentsCharlie Anderson by Barbara Abercrombie. who travel) (Divorce, separation) Twins! by Elaine Scott.Chibi: A True Story from Japan by Barbara A Visit to the Bighouse by Oliver Butterworth. Brenner & Julia Takaya. (Japanese) (Prison) 27
    • What Mommies Do Best/What Daddies Do Best Two Eyes a Nose and a Mouth by Roberta by Laura Numeroff. (Family Type) Grobel Intrater. (Alike/Different)When I Am Old with You by Angela Johnson. We Can Get Along by Lauren Murphy Payne. (African-American) (Emotional Well Being) (Leader’s GuideWho’s in a Family? by Robert Slkutch. available) (Multicultural) Weddings by Ann Morris. (Alike/Different) What Do You Do With a Child Like This? InsideOther the Lives of Troubled Children by L. Tobin.An Mei’s Strange & Wondrous Journey by (Emotional well-being) Stephan Molnar-Fenton. (Chinese adoption) What’s a Virus Anyway by David Fassler &Bread, Bread, Bread by Ann Morris. (Alike/ Kelly McQueen. (AIDS) Different) Winning Over Asthma by Eileen Dolan Savage.Come Sit by Me by Margaret Merrifield, M.D. (Asthma)Coming to America by David Fassler & Words Can Hurt You: Beginning a Program of Kimberly Danforth. (Child’s immigration) Anti-Bias Education by Barbara J. Thomson.Common Sense Discipline: Building Self-Esteem (Alike/Different, activity books) in Young Children—Stories from Life by Grace You Can Call Me Willy: A Story for Children & Lois Dewsnap Mitchell. with AIDS by Joan C. Child. (AIDS)Dancing Feet by Charlotte Agell. (Alike/ Different, multicultural)The Difficult Child by Stanley Turecki. (Emotional well-being)Hats, Hats, Hats by Ann Morris. (Alike/ Different, cultures, occupations, climates)I Like Being Me by Judy Lalli. (Emotional Well Being) (Leader’s Guide available)I’m Like You, You’re Like Me by Cindy Gainer. (Alike/Different) (Leader’s Guide available)Loving by Ann Morris. (Alike/Different)Luke Has Asthma, Too by Alison Rogers.The Mixed-Up Chameleon by Eric Carle. (Alike/ Different)My Book for Kids with Cansur by Jason Gaes. (Child with cancer)On the Day You Were Born by Debra Frasier. (Alike/Different)On the Go by Ann Morris. (Alike/Different)People by Peter Spier. (Alike/Different)Sam and the Lucky Money by Karen Chinn. (Homelessness)Sassafras by Audrey Penn. (Alike/Different)Shoes Shoes Shoes by Ann Morris. (Alike/ Different)Stellaluna by Janell Cannon.This Is My House by Arthur Dorros. (Alike/ Different)Tiger Flowers by Patricia Quinlan.Tools by Ann Morris. (Alike/Different) 28
    • WebsitesH ere is a list of websites that may be of interest for additional information related to young children and their families. Also listed is Amazon Book Company where youcan electronically purchase many of the books listed in the ¡Hola! publication.Frank Porter Graham Child Development Center (FPG)www.fpg.unc.eduFPG is one of the nations oldest multidisciplinary centers for the study of young children andtheir families. Research and education activities focus on child development and health,especially factors that may put children at risk for developmental problems. An item ofparticular interest to Early Childhood Faculty and Inservice trainers—Resource Guide: SelectedEarly Childhood/Intervention Training Materials (7TH Edition) can be found under publications inFPG’s site.Partnerships for Inclusion (PFI)www.fpg.unc.edu/~pfiPFI is a statewide project that provides technical assistance to support the inclusion of youngchildren with disabilities, birth through five, in community programs throughout NorthCarolina.Family Support Network (FSN)www.med.unc.edu/wrkunits/1dean/commedu/familysuFSN is a program of the University of North Carolina at Chapel Hill School of Medicine. Itis dedicated to helping meet the needs of families of children with special needs and theprofessionals who serve these families.Children’s Defense Fundwww.childrensdefense.orgThe Childrens Defense Fund exists to provide a strong and effective voice for all the childrenof America, who cannot vote, lobby, or speak for themselves. They pay particular attention tothe needs of poor and minority children and those with disabilities.National Association for the Education of Young Children (NAEYC)www.naeyc.orgNAEYC is the nations largest organization of early childhood professionals and othersdedicated to improving the quality of early childhood education programs for children birththrough age eight.Amazon Bookswww.amazon.com 29
    • g~Notes~ 30