Learning about cultural diversity at the preschool level

Childhood Education, Winter 2002/2003 by Littlejohn-Blake, Sheila

CULTURAL DIVERSITY

It is apparent that the number of students from culturally diverse backgrounds in schools is increasing. In 25 of the largest cities in the United States, at least one-half of the students are from linguistically and culturally diverse groups, and Hispanics are the fastestgrowing population in the country (Smith & Luckasson, 1992). These numbers point to a need to address cultural diversity in the schools.

Interest in cultural diversity usually focuses on ethnic differences. Cultural diversity is much more than ethnicity, however. People have different views about and experiences with living, working, and playing together in a community. Especially with young children, an awareness of cultural diversity needs to be thought of in broader terms to include differences in gender, language, religion, social class, and presence or absence of disability.

Differences make the classroom-the whole community-a vibrant and interesting place to live. The curriculum, which begins with children's own experiences, can gradually help children understand, accept, and celebrate the diversity of people through play on a daily basis. By age 3, children have an awareness of differences in language, skin color, or customs. By age 4, children become aware of differences associated with handicaps. This awareness depends somewhat on how obvious the difference is. Even in the early childhood years, however, children are developing attitudes toward other racial groups.

With an understanding of the developmental sequence through which children become aware of differences, adults can better teach children about diversity. For preschoolers, the initial focus should be on increasing their knowledge about similarities and differences among children. This knowledge can be revealed through awareness of different foods, family structures, celebrations, and cultural traditions. All school staff members should model support and understanding of cultural diversity.

A preschooler's primary means of learning is through play. Play across cultures often involves the use of toys. Toys and other things that children play with reflect culture, and provide insight into the norms and values of a society-hence, the importance of "Show and Tell." Because toys and playthings have an important influence on the play of young children, staff need to make sure that the toys available are appropriate and reflect cultural diversity. Staff should evaluate the center's toys and make sure that they are varied and span different developmental domains. Toys also should be examined to be sure that they are accessible and do not reflect a cultural bias (Rettig, 2002).

Explore your classroom for diversity. Use story tapes made by adults to create a multiplelanguage library. Create a class "Book About Us." Invite children to create drawings and paintings in the art center to illustrate their class books. Have children create a classroom mural depicting their family members. Display posters and photographs in the art center and around the room. Take snapshots of objects around the room. Ask families to share music from their countries of origin. Play recorded music from a variety of countries and cultures. Introduce children to the different breads we enjoy from other countries. Talk with children about their family members and the traditions they enjoy together at home (Levin & Lobo, 2000).

Play is a most natural way of promoting cultural awareness among young children. Throughout history and across cultures, play is a means by which societies communicate cultural values to children, both directly and indirectly. Helping young children gain an understanding of themselves and others should be an integral part of school programs and should involve all school personnel.

References

Levin, D. E., & Lobo, B. (2000). Learning about the world through play. Scholastic Early Childhood Today, 153), 56-69.

Rettig, M. A. (2002). Cultural diversity and play from an ecological perspective. Children and Schools, 24(3), 189-199.

Smith, D. D., & Luckasson, R. (1992). Introduction to special education. Needham Heights, MA: Allyn & Bacon.

-Sheila Littlejohn-Blake Chair, Diversity Concerns Committee