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1- Integrate strategies the support diversity and anti-bias perspectives

When sensitive caregivers meet individual needs, they also may be meeting cultural
needs. Strengthening the bond between parent and child requires continued
support of the home language and culture. An infant and toddler program encounter
diversity, they need to reenvision the impact they have on children and families in
all areas of practice. Classrooms need to be open to changing ways so the diversity
and cultures of the children are supported in the many languages and cultures.
Parents and teachers need to share a common understanding and vision that
rearing children with all the advantages of involving a familys rich culture and
heritage are incorporated into the classrooms. With exposing them to other cultures
and languages of the children we care for, children can compare and contrast their
beliefs as well as our own to those which are different form their own. We live in a
culturally diverse world. I learned from Culturally sensitive schools article, a
culturally sensitive high quality child care provides a child care that must be in
harmony with what goes on at home. Staff needs to work towards environments
relevant of their families. Our own values our reflective in everyday routines, when
we uncover our own biases and work on changing them, the children learn and
prosper. Through love and understanding we can support diversity and have a
culturally sensitive, high quality child care. I learned dont try to teach cultures,
reflect the childs home culture when we make the environments relevant to the
children, they feel a sense of belonging. Children need to feel like they matter and
they are secure in any environment they are in. culture influences the identity of a
child. I learned in Chapter 7 of Children that cultural differences in temperament is
linked to parental attitudes and behaviors. We need to make sure we support antibias perspectives when the childrens culture are different from ours. When I have
worked with other cultures, either with adults or children, always respect their ways,
even if they are different from ours. Through understanding and supportive ways,
the infants and toddlers we care for will know they matter. I learned from the article
Culturally responsiveness and routines that not all cultures put a focus on time.
Some families do not put their schedules in a time frame, they use rhythms or go
with the flow. It is important for children to learn sequence, but different cultures
have different ideas about time, clocks, and routines. Daily routines should have
structure and not constrained to a time frame. When we are nonjudgmental and see
cultural differences, we become more attuned to other cultures. When we are
nonjudgmental and see cultural differences, we can better see the childs culture
and incorporate them into early childhood education. The best way to build strong
and mutually beneficial relationships with new and divers families is to begin to lay
the foundation before those families enter the program. Working with parents is one
of the most important responsibilities of an infant/toddler teacher. As populations
change and diversity grows in all areas of the country, strategies for overcoming
this obstacle is vital for everyone who works with infants and toddlers. The
caregiver practices we incorporate in our programs have to involve the childs
culture and support anti-diversity. When the caregiver practices are the same as at
home, the children transition easier and are more secure in their environments.

Children are aware of the differences in color, language, gender, and physical ability
at a very young age. The process of identity and attitude development conclude
that children learn by observing the differences and similarities among people and
by absorbing the spoken and unspoken messages about those differences. Ani-bias
perspectives seek to nurture the development of every childs fullest potential by
actively addressing issues of diversity and equity in the classroom.