The document outlines strategies for promoting inclusivity in early education, focusing on recognizing and addressing children's awareness of differences in identity and culture. It emphasizes the importance of open dialogue with parents, incorporating diverse curricular approaches, and fostering a supportive environment that encourages curiosity and understanding. Key themes include modeling humility, addressing societal stereotypes, and enhancing communication with families to effectively partner in children's learning about diversity.

1. The Center for Spiritual and Ethical Education
Rosetta Eun Ryong Lee
Seattle Girls’ School
Inclusion in the Early Years:
Why, What, and How
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2. About Seattle Girls’ School
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3. Agenda
 Increasing Inclusivity
 Dialogue Approaches
 Curricular Approaches
 Partnering with Home
 Working Time
 Questions and Answers
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4. 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)

5. 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

6. Developmentally Appropriate
Inclusion Work
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7. Early Awareness of Difference
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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
cross group play can increase
5th grade Have internalized stereotypical messages
cross group play can decrease

8. Reflection Pause
What is new, interesting,
or thought provoking?
How have you seen these
developmental stages
appear in your own
students?
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9. When They’re Little
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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

10. Reflection Pause
What is new, interesting,
or thought provoking?
What has gone well in the
past, and what would you
do differently?
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11. Curricular Approaches
 Exposure Base
 Allowing Questions
 Gentle Guidance
 Modeling Comfort With Discussions
 Expanding Definition of What’s Possible
 Fairness, Kindness, and Rightness
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12. Examples
 The Black Santa Story
 The Jackie Robinson Story
 What Makes a Family?
 Xs and Os
 Alternate Fairy Tales
 Dress-Up Corner
 Guest Speakers That Defy Stereotypes
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13. Reflection Pause
What is new, interesting,
or thought provoking?
What has gone well in the
past, and what would you
do differently?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

14. Parents: Partners or Foes?
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15. 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
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16. Stretching the Inclusive Boundaries
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17. Open Development Time
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18. Back in Our Schools…
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Environment and Decoration
images, role models, etc.
Books We Read
inventory, tropes, etc.
Classroom Norms
different, words, humor, etc.
Family & Family History
all kinds of families, adoption, estrangement,
enslavement, etc.
Self Portraits
colors, textures, complexions, etc.
Partnering with Parents
letters, protocols, etc.
Historical/Fictional Roleplay, Co-
Curricular Programs
accuracy, non-appropriation, etc.
Work Time
Until pm
Gallery Walk
Until pm
End
pm

19. Gallery Walk
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Please spend a few
minutes perusing the
Google Slides. Download
for your own files for
future reference.

20. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Closing Circle

21. 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)