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Creative Roots

Creative Roots

Inspiring creativity and connection for wellbeing

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Diversity

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:

  • Acceptance and tolerance toward all differences can be promoted by infusing anti-bias awareness throughout all programs and learning environments.
  • Childhood care and education environments routines, and curricula can reflect the lives, cultures, and languages of families, children, youth, professional staff, and the community.
  • Parents and other family and community members are essential resources for diverse learning.
  • Assessment of individual development and growth is as unbiased as possible in all matters of diversity.
  • Personal values, attitudes, beliefs and biases can impact interactions with children, youth and adults.
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

 

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