Monique offers Oregon Registry Training for Set I Standards, as listed below. Please contact Monique to schedule an inservice training at your school or at Creative Roots.
Knowledge of differences in race, gender, ability, age, language, family composition, culture, ethnicity, socio-economic status, and/or religion. Weaving anti-bias awareness throughout all program activities and learning environments for children and youth
Key Concepts:
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Supporting Explanations:People are diverse. The development of attitudes, preferences, and prejudice among children and youth depend greatly on the information they receive from the curriculum, environment, and people that surround them. Creating a safe and sensitive learning environment that respects and values the children, youth, families and staff is important.
All programs have children and/or youth and adults who come from families or communities exhibiting a variety of values and beliefs. People are diverse with regard to different rates of development, individual interests, special needs, temperaments, languages, cultures, and learning styles. It is important to foster awareness, respect, and appreciation of individuals and families. This can be promoted by attending to differences in family strengths, structure, lifestyle, expectations, values, religions, customs, traditions, child rearing practices, and language. |
Diversity Standards
| SET ONE STANDARDS FOR OREGON REGISTRY STEPS 1-7 |
SET TWO STANDARDS FOR OREGON REGISTRY STEPS 7.5-9 |
SET THREE STANDARDS FOR OREGON REGISTRY STEPS 9.5-10 |
| Awareness of personal culture, values, attitudes, beliefs and/or biases | Exploration of the impact of culture values, attitudes, beliefs and/or biases on interactions | Critical examination of the impact of culture, values, attitudes, beliefs, and/or biases on interactions and their implications |
| Definition of culture including sociological, anthropological, historical and/or psychological perspectives | Examination of perspectives which shape cultural identity of self and others | In depth study of the interrelationships between the cultural identity of self and others |
| Awareness of cultural aspects of communication | Examination of the influences of cultural diversity on communication and interaction | Comparison of modes of communication and interactions among mainstream and marginalized communities |
| Overview of basic principles for promoting anti-bias attitudes and practices among professionals, children, youth and families | Development of activities and approaches that promote anti-bias attitudes and practices among professionals, children, youth and families | In-depth study of anti-bias strategies, activities, and approaches and their impact on attitudes, approaches, and practices among professionals, children, youth and families |
| Awareness of environments and activities that reflect cultures and home languages of children and/or youth in the program | Development of culturally and linguistically appropriate programs and environments reflecting families and communities being served | Critical examination of the links between culturally and linguistically relevant programs and practices and child development |
| Awareness of environments and activities that reflect a diverse community and society | Development of culturally diverse programs and environments | Critical examination of theories of bias and social justice |
| Discussion of assessment tools that use unbiased methods in all matters of diversity | Examination or application of assessment tools that use unbiased methods in all matters of diversity | Critical examination, comparison or evaluation of assessment tools that use unbiased methods in all matters of diversity |
Diversity Sample Topics
| SET ONE SAMPLE TOPICS FOR OREGON REGISTRY STEPS 1-7 |
SET TWO SAMPLE TOPICS FOR OREGON REGISTRY STEPS 7.5-9 |
SET THREE SAMPLE TOPICS FOR OREGON REGISTRY STEPS 9.5-10 |
| Criteria for judging a curriculum’s anti-bias content |
Norms, mores and/or traditions in cultures and/or lifestyles
Defining culture
Incorporating home language, and linguistically and culturally diverse routines
Family and community members as resources for multicultural learning
Environments and materials that reflect the cultures and/or home languages of children and/or youth in the program
How cultural and/or language differences affect creative expression
Supporting bilingual development
Multicultural environments and materials
Unbiased assessment
Identifying personal values, attitudes, beliefs, and biases
Sign language as a home language
Infusing anti-bias throughout all programs and learning environments
Incorporating cultures relevant to participating families and staff
Activities and materials addressing learning styles, developmental needs and cultural diversity
Cultural context in staff-child groupings
The role of family culture, lifestyle, religion, and child-rearing practices in programs
Family goals, traditions and culture in planning environments and curriculum
Effects of personal values/attitudes/ beliefs/biases on human interactions
Reflecting community diversity and cultures in the program
Working effectively with families from various cultural, linguistic and socioeconomic backgrounds
Research in techniques to infuse anti-bias awareness
Policy design supporting both a variety of beliefs and program philosophies
Design of policies and programming sensitive to family goals, traditions, lifestyles and cultures
Research on biases of assessment tools
Critical examination of personal values, attitudes, beliefs, and biases
Working with prejudice and bias in the program and community
Family structures in various cultures
Sharing culturally responsive child development information with families