Early childhood educators and helping professionals have a unique opportunity to advance equity in the field. You must dig deeply to assess, plan, and reflect on fundamental principles of fairness and justice that support the goals of anti-bias education. For this activity, you will take the perspective of evaluator, providing feedback and guidance to professionals providing culturally competent care.
Download the
Recommendations for Equity Assessment Checklist
Download Recommendations for Equity Assessment Checklist
.
Review the following video, taking notes using the Recommendations for Equity Assessment Checklist Download Recommendations for Equity Assessment Checklisttemplate. Look for strengths and weaknesses in the interactions between the family and professionals:
Honoring Family Culture in Early Intervention – Part 1: Isai and Eliel’s StoryLinks to an external site.
Referring to the Recommendations for Equity Assessment Checklist Download Recommendations for Equity Assessment Checklist, write an assessment report as a paper or PowerPoint. Review the templates provided.In your Assessing Culturally Competent Care report,
Choose ONE of the following options,
The Assessing Culturally Competent Care paper or presentation
title of paper, project, etc. in bold font
Space should appear between the title and the rest of the information on the title page.
student’s name
name of institution (The University of Arizona Global Campus)
course name and number
instructor’s name
due date
The Scholarly, Peer-Reviewed, and Other Credible SourcesLinks to an external site. table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source.
To assist you in completing the research required for this assignment, review this Quick and Easy Library ResearchLinks to an external site. tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips.
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Observed |
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Recommendation
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Description |
Observation Notes |
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Uphold the unique value and dignity of each child and family. |
Ensure that all children see themselves and their daily experiences, as well as the daily lives of others within and beyond their community, positively reflected in the design and implementation of pedagogy, curriculum, learning environment, interactions, and materials. Celebrate diversity by acknowledging similarities and differences and provide perspectives that recognize beauty and value across differences. |
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Recognize each child’s unique strengths and support the full inclusion of all children— |
Help children get to know, recognize, and support one another as valued members of the community. Take care that no one feels bullied, invisible, or unnoticed.
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Develop trusting relationships with children and nurture relationships among them while building on their knowledge and skills. |
Embrace children’s cultural experiences and the languages and customs that shape their learning. Treat each child with respect. Eliminate language or behavior that is stereotypical, demeaning, exclusionary, or judgmental. |
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Consider the developmental, cultural, and linguistic appropriateness of the learning environment and your teaching practices for each child. |
Offer meaningful, relevant, and appropriately challenging activities across all interests and abilities. Children of all genders, with and without disabilities, should see themselves and their families, languages, and cultures regularly and meaningfully reflected in the environment and learning materials. Counter common stereotypes and misinformation. Remember that the learning environment and its materials reflect what you do and do not value by what is present and what is omitted. |
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Involve children, families, and the community in the design and implementation of learning activities. |
Doing this builds on the funds of knowledge that children and families bring as members of their cultures and communities while also sparking children’s interest and engagement. Recognizing the community as a context for learning can model citizen engagement. |
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Actively promote children’s agency. |
Provide each child with opportunities for rich, engaging play and opportunities to make choices in planning and carrying out activities. Use open-ended activities that encourage children to work together and solve problems to support learning across all areas of development and curriculum. |
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Scaffold children’s learning to achieve meaningful goals. |
Set challenging but achievable goals for each child. Build on children’s strengths and interests to affirm their identities and help them gain new skills, understanding, and vocabulary. Provide supports as needed while you communicate—both verbally and nonverbally—your authentic confidence in each child’s ability to achieve these goals. |
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Design and implement learning activities using language(s) that the children understand. |
Support the development of children’s first languages while simultaneously promoting proficiency in English. Similarly, recognize and support dialectal differences as children gain proficiency in the Standard Academic English they are expected to use in school. |
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Recognize and be prepared to provide different levels of support to different children depending on what they need. |
For example, some children may need more attention at certain times or more support for learning particular concepts or skills. Differentiating support in a strengths-based way is the most equitable approach because it helps to meet each child’s needs. |
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Use multi-tiered systems of support. |
Collaborate with early childhood special educators and other allied education and health professionals as needed. Facilitate each professional establishing a relationship with each child to foster success and maximize potential. |
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Embrace the primary role of families in children’s development and learning. |
Recognize and acknowledge family members based on how families define their members and their roles. Seek |
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Uphold every family’s right to make decisions for and with their children. |
If a family’s desire appears to conflict with your professional knowledge or presents an ethical dilemma, work with the family to learn more, identify common goals, and strive to establish mutually acceptable strategies. |
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Be curious, making time to learn about the families with whom you work. |
This includes learning about their languages, customs, activities, values, and beliefs so you can provide a culturally and linguistically responsive and sustaining learning environment. It requires intentionally reaching out to families who, for a range of reasons, may not initiate or respond to traditional approaches (e.g., paper and pencil/electronic surveys, invitations to open houses, parent–teacher conferences) to interact with educators. |
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Maintain consistently high expectations for family involvement, being open to multiple and varied forms of engagement and providing intentional and responsive support. |
Ask families how they would like to be involved and what supports may be helpful. Families may face challenges (e.g., fear due to immigration status, less flexibility during the workday, child care or transportation issues) that may require a variety of approaches to building engagement. Recognize that it is your responsibility as an educator to connect with families successfully so that you can provide the most culturally and linguistically sustaining learning environment for each child. |
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Communicate the value of multilingualism to all families. |
All children benefit from the social and cognitive advantages of multilingualism and multiliteracy. Make sure families of emergent bilinguals understand the academic benefits and the significance of supporting their child’s home language as English is introduced through the early childhood program, to ensure their children develop into fully bilingual and biliterate adults. |
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4
Week 4: Assessing Culturally Competent Care
Your Name
The University of Arizona Global Campus
ECD 336: Examining Multicultural and Anti-Bias Curriculum
Instructor’s Name
Due Date
Assessing Culturally Competent Care
Delete all “hint boxes” before submitting your assignment.
To access links in Word, right-click the link and select “Open Hyperlink.”
Describe 3-4 diverse contextual factors that are unique to the child and their family. Think about factors such as language, socioeconomic, and immigration status that we have explored throughout this class.
Describe TWO recommendations for equity you saw in action and describe why these early childhood professionals were providing culturally competent care. Be sure to use at least one resource or the text to support your thinking.
Right-click
Integrating Research
for guidance
on incorporating research into your writing.
Right-click
APA: Citing Within Your Paper
to learn how to cite your sources in-text.
Include at least
2 credible resources in your assignment. Use APA Style to format your sources on the References page. You
must include in-text citations throughout your paper to show your reader what information you used from outside sources.
APA academic journal reference entry
Author, A. A., Author, B. B., & Author, C. C. (Year). Article title. Journal Title, volume #(issue #), page range.
http://doi.org/xxx.xxx.xxx.xxx
APA webpage (with a person as author) reference entry
Author, A. A. (Year, Month Day).
Webpage title. Website Title.
http://(URL)
APA webpage (with corporate/government author) reference entry
Title of Organization. (Year, Month Day).
Webpage title. Website Title.
http://(URL)
APA Textbook reference entry
Author, A. A. (Year Published).
Title of book: Subtitle of book (edition, if other than the first). Publisher Name.
https://doi.org/xxx.xxx.xxx (ebook’s DOI, or
https://(URL) if not contained within a database and DOI is unavailable)
Right-click
APA: Formatting Your References List
for further help.
*In the final version of your assignment, be sure to remove all the hints (blue boxes) and directions within the template.
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Week 4: Assessing Culturally Competent Care Report
Student’s Name
UAGC
ECD336: Examining Multicultural and Anti-Bias Education
Instructor’s name
Date Submitted
The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only
The title slide does not need notes.
1
Family Context
2
Describe 3-4 diverse contextual factors that are unique to the child and their family. Think about factors such as language, socioeconomic, and immigration status that we have explored throughout this class.
From Title of Image [Description], by A.A. Photographer, Year, Site Name (URL). Copyright by Name of Copyright Holder.
The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only
For each slide, compose a short paragraph in the notes section that introduces each slide and expands on its content; this would be your talking points for each slide during a presentation.
2
Family Context
3
Describe 3-4 diverse contextual factors that are unique to the child and their family. Think about factors such as language, socioeconomic, and immigration status that we have explored throughout this class.
From Title of Image [Description], by A.A. Photographer, Year, Site Name (URL). Copyright by Name of Copyright Holder.
The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only
For each slide, compose a short paragraph in the notes section that introduces each slide and expands on its content; this would be your talking points for each slide during a presentation.
3
Strengths
4
Describe TWO recommendations for equity you saw in action and describe how these early childhood professionals provided culturally competent care.
Be sure to use at least one resource or the text to support your thinking.
From Title of Image [Description], by A.A. Photographer, Year, Site Name (URL). Copyright by Name of Copyright Holder.
Right-click
Integrating Research for guidance
on incorporating research into your writing.
Right-click
APA: Citing Within Your Paper to learn
how to cite your sources in-text.
The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only
For each slide, compose a short paragraph in the notes section that introduces each slide and expands on its content; this would be your talking points for each slide during a presentation.
4
Strengths
5
Describe TWO recommendations for equity you saw in action and describe how these early childhood professionals provided culturally competent care.
Be sure to use at least one resource or the text to support your thinking.
From Title of Image [Description], by A.A. Photographer, Year, Site Name (URL). Copyright by Name of Copyright Holder.
The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only
For each slide, compose a short paragraph in the notes section that introduces each slide and expands on its content; this would be your talking points for each slide during a presentation.
5
Opportunity for Growth
6
Identify ONE recommendation that you did not see in the video or thight might be something the team could work on.
Be sure to use at least one resource or the text to support your thinking.
From Title of Image [Description], by A.A. Photographer, Year, Site Name (URL). Copyright by Name of Copyright Holder.
Use evidence from the readings to support the ideas in your paragraphs.
Right-click
Quoting, Paraphrasing, & Summarizing for help.
The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only
For each slide, compose a short paragraph in the notes section that introduces each slide and expands on its content; this would be your talking points for each slide during a presentation.
6
Opportunity for Growth
7
Create and provide one detailed activity based on your recommendation that these caregivers could do to ensure be even more successful in providing equitable care.
From Title of Image [Description], by A.A. Photographer, Year, Site Name (URL). Copyright by Name of Copyright Holder.
The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only
For each slide, compose a short paragraph in the notes section that introduces each slide and expands on its content; this would be your talking points for each slide during a presentation.
7
References
8
You must include a reference list with two or more credible sources formatted according to APA Style.
View the
APA: Formatting Your References List
resource for guidance.
The type font can be small but must be legible.
Journal article:
Author, A. A., & Author, B. B. (Date). Title of the article: Only the first word, proper nouns, acronyms, and words following a colon or dash are capitalized. Title of the Journal, volume number(issue number), XX–XX. https://doi.org/xxxxxxx or URL (if applicable)
Textbook:
Author, C.C. (Year Published). Title of the book: Only the first word, proper nouns, acronyms, and words following a colon or dash are capitalized (Edition, if other than the first). Name of Publisher. https://doi.org/xxxxxxx or URL (if applicable)
Webpage article:
Author, A. A. or Group Author. (Year, Month Day or n.d.). Title of the article: Only the first word, proper nouns, acronyms, and words following a colon or dash are capitalized. Name of Website (if different than Group Author), URL
The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only
The References slide does not need notes. Add additional reference slides as needed.
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