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Breck School Inclusion in the Early Years

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Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?

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Breck School Inclusion in the Early Years

  1. 1. Breck School Rosetta Eun Ryong Lee Seattle Girls’ School Inclusion in the Early Years: Why, What, and How Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  2. 2. Agenda  Cultural Competency  Increasing Inclusivity  Working With Young Children  Questions and Answers Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  3. 3. Dimensions of Identity and Culture This model of identifiers and culture was created by Karen Bradberry and Johnnie Foreman for NAIS Summer Diversity Institute, adapted from Loden and Rosener’s Workforce America! (1991) and from Diverse Teams at Work, Gardenswartz & Rowe (SHRM 2003). Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  4. 4. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee) The Jones Model of Cultural Competence Cultural Self- Awareness Cultural Intelligence Cross-Cultural Effectiveness Skills Countering Oppression through Inclusion
  5. 5. Developmentally Appropriate Diversity Work Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  6. 6. Timeline for Early Awareness of Difference and Oppression Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee) Age Signs 6 months Can discern racial feature differences 3 years Awareness of own and others’ gender. Beginning awareness of gender roles 5 years Desire to categorize – self, others Curiosity about meaning of differences Aware of biases 7 years Can regulate biases versus behaviors Starting to parrot adult messages 3rd grade Are aware of societal stereotypes 5th grade Have internalized stereotypical messages
  7. 7. When They’re Little Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee) Theme: Trying to Understand the World  Curiosity based questions about difference  Find out what they’re actually asking  Find out why they’re asking  Answer their questions straightforwardly  Model and coach humility, delight, and curiosity about difference  Be mindful of children’s media – it’s not always good for kids
  8. 8. Curricular Approaches  Exposure Base  Allowing Questions  Gentle Guidance  Modeling Comfort With Discussions  Expanding Definition of What’s Possible  Fairness, Kindness, and Rightness Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  9. 9. Examples  The Black Santa Story  The Jackie Robinson Story  What Makes a Family?  Alternate Fairy Tales  Dress-Up Corner  Guest Speakers That Defy Stereotypes Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  10. 10. Parents: Partners or Foes? Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  11. 11. What Parents Fear and What We Can Do About It  “I didn’t know about this stuff…”  “I don’t have any language around this…”  “I want to protect their innocence…”  “Are you teaching my kids values?”  “I don’t want my kid to feel spotlighted…”  Heads Up Communication  Resources and Language  Clear Reiteration of Mission and Values  Research and Your Expertise  Explicit Communication of Parents’ Roles Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  12. 12. Stretching the Inclusive Boundaries Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  13. 13. Presenter Information Rosetta Eun Ryong Lee 6th Faculty and Professional Outreach Seattle Girls’ School 2706 S Jackson Street Seattle WA 98144 (206) 805-6562 rlee@seattlegirlsschool.org http://tiny.cc/rosettalee Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

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