Generic Inclusion in the Early Years K-8

Rosetta Eun Ryong Lee
Seattle Girls’ School
Inclusion in the Early Years (K-8)
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

About Seattle Girls’ School

Agenda
 Increasing Inclusivity
 Developmentally Appropriate Work
 Questions and Answers

Race
Religion
Class
Gender
Sexual
Orientation
Ability
Age
Ethnicity
Geographic Location
Language
Educational
Attainment
Appearance
Seniority
Position
or Title
Status
Relationship
To Power Players
Internal
External
Institutional
Dimensions of Identity and Culture

The Jones Model of Cultural Competence
Cultural Self-
Awareness
Cultural
Intelligence
Cross-Cultural
Effectiveness
Skills
Countering
Oppression
through
Inclusion

Developmentally Appropriate
Diversity Work

Early Awareness of Difference
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

Reflection Pause
What is new, interesting,
or thought provoking?
How have you seen these
developmental stages
manifest in your own
students?

When They’re Little
Theme: Trying to Understand the World
 Curiosity based questions about difference
 “Blurting out” of current understanding
 Find out what they’re actually saying/asking
 Find out why they’re saying/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

The Middle Years
Theme: Who Am I? How Do I Have Power?
 “Friendship Extinction Event”
 Identity search through grouping
 Good and bad cliques
 Open their horizons about identity
 Be steady through their rollercoaster
 Coach more, teach less

Reflection Pause
What has gone well in the
past with addressing
developmental needs, and
what would you do
differently?

Curricular Approaches:
Early Years
 Exposure Base
 Allowing Questions
 Gentle Guidance
 Modeling Comfort With Discussions
 Expanding Definition of What’s Possible
 Fairness, Kindness, and Rightness

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

Curricular Approaches:
Middle Years
 Experiential And Discovery Base
 Facilitating Questions and Discussions
 Media Literacy
 Patterns and Systems
 Values and Actions
 Autonomy and Choice
 Justice and Activism

Examples
 Products of Puberty
 Barbie Math
 Nacirema
 What’s So Funny?
 Video Documentary Project
 Pay It Forward
 Data Manipulations
 Problem-Solving Through Coding
 The Scholar’s Club
 Teaching Younger Youth

Reflection Pause
What has gone well in the
past with curriculum, and
what would you do
differently?

Parents and Guardians:
Partners or Foes?

What Families 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

Stretching the Inclusive Boundaries

Presenter Information
Rosetta Eun Ryong Lee
Outreach Specialist
Seattle Girls’ School
1700 24th Ave S
Seattle, WA 98144
(206) 451-5233
rlee@seattlegirlsschool.org
http://tiny.cc/rosettalee

Generic Inclusion in the Early Years K-8

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