Multicultural activities throughout the year

It is important that early childhood teachers and caregivers provide experiences that implement meaningful multicultural understandings into their curriculum. According to Puckett and Diffily, "We live in a multicultural society and regardless of children's immediate neighborhoods or the ethnic composition of an individual class, today's children are growing up in a world comprised of culturally diverse people" (Teaching Young Children, 1999). Our children should be brought up to treat all races, religions, family backgrounds, and cultures equally with respect and consideration.

Although we often think of multicultural diversity as teaching young children to value and affirm differences in cultures, we also need to accentuate how we are all alike. We should establish a common knowledge that people everywhere have the same needs although they may meet them in different ways. Therefore, the emphasis is that although people may seem different on the surface, they are not so different after all (Saul, 1999). Bringing an awareness of a variety of cultures into the classroom helps children appreciate similarities among cultures as well as differences.

Daycare centers, preschools, and early elementary classrooms are the perfect place to begin. Teachers play a key role in affecting children's long-term beliefs and future aspirations (Boutte, 2000). There are many ways to teach young children about other cultures. We know that children in the preschool years learn best through play. Activities using familiar play materials and experiences that encourage exploration easily get children's attention. We should make an effort to interweave developmentally appropriate multicultural experiences into our curriculum on a daily basis throughout the year.

Too often in past years teachers have taught a "Children Around the World" unit and felt that they had met their obligation of teaching children about people of other lands. Or, they may have even taught thematic units on a particular country-China, or France, for example. Early childhood educators are moving away from this "tourist approach" of teaching multicultural education, or that of merely "visiting" the country, never to discuss it again after going on to another unit. Although there is nothing inherently wrong with exploring individual countries, the information learned should be expanded on and continue to be a part of the curriculum throughout the year.

Our classrooms should reflect a variety of cultures infused in all curriculum topics on a daily basis. Schools accredited by the National Association for the Education of Young Children (NAEYC) mandate that "staff provide books, dolls, toys, wall decorations (photos and pictures), and recordings that reflect diverse images children may not likely see elsewhere (Accreditation Criteria & Procedures of the National Academy of Early Childhood Programs, 1991)." Experiences that reflect diverse cultures should be ongoing activities.

Where to Begin?

Cultural experiences through books can easily be interwoven into existing unit themes throughout the year. For example, ifyou already teach a unit on weather, you might read Umbrella by Taro Yashima. This Caldecott Honor Book is about a little Japanese girl who was born in New York and received an umbrella forher third birthday. The African setting of Bringing the Rain to the Kapiti Plain by V. Aardema is another weather related book that is a beautiful rhythmic story about the end of a drought. Gilberto and the Wind, by Marie Hall Ets, depicts a small Spanish boy who finds the wind as a playmate.

If you teach athematic unit about ducks, farms, or spring, you might read The Story of Ping by Marjorie Flack. This tale of a little duck is a wonderful opportunity to explore houseboats, fishermen, and the way of life on the Yangtze River. The Madeline series, illustrated by Ludwig Bemelmans, offers an opportunity to discuss what it's like to be a French child, which might relate to a unit on "Friends," "I'm Special," or "Children Just Like Me." What other books can you work into existing unit themes for mini lessons on far away places? Try Elmer, the Patchwork Elephant by David McKee to learn about African or Indian elephants with a unit on the zoo or friendship. Place on your bookshelf Katy No Pocket, the dilemma of a distressed kangaroo with no pouch, by Emmy Payne. This can be integrated into a discussion of Australia or into aunit theme relating to the zoo, animals that hop, or pockets.

Children in Your Classroom

You might also begin with the diversity ofyour own classroom. Do you have children that represent other cultures? Talk positively about their cultural heritage. Involve their parents to enrich your curriculum. Parents are great resource people! Invite them to share clothing, articles from their country, and types of festivals they observe. Most children feel very proud to have a parent visit the class. You might also get parents to help with a celebration in your classroom as you learn about their customs and holidays. Have a tasting party of foods from other lands.