Self-Assessment: Diversity (Page 1 of 2)

Be concise in answering the statements/questions in each box. The NAEYC criteria for National Accreditation is the basis of this
self-assessment to demonstrate alignment with the Standards and to familiarize students with this national accreditation process.
Give examples of situations that show you treat all children with equal respect and consideration.

All the children under my care are treated with equal respect and consideration. I provide cares for
them all when needed, like change clothes when they get wet, change diapers, provide food for them. I
guide their behavior equally, tending to the child that gets hurt first and then talk to both children to
find out what happened. All children can participate in everything we do, circle time, stories, projects,
playing outside. I take time to get to know all the children and their strenghs.

Give examples of situations where you offer activities and talk to children to build positive self-
identity and valuing of differences in children.

In the classroom I build positive self-identity and value the differences in children. This is done by
praising each child when they build a block tower that is one block high or eight blocks high. When we
read a story and they tell me about the pictures, naming what they see or the colors, numbers or letters
in the book and I praise them. When I guide their behavior, I end the conversation with a positive word
or phrase. When the child brings something, they made or created I talk about it with them and tell
them how much I like what they did.

Give examples of situations where you are aware of and avoid using stereotypes in language
references – firefighter instead of fireman, etc.
I am aware of stereotypes and avoid using them when talking to the children. When I talk with
children, I let them know that they can do and be anything they want to be. There are times when the
boys want to put on a dress from the dramatic play area or play with the dolls. I am ok with that and
have helped them role play different situations.

Give an example of a situation where you did or would intervene when children might tease or reject
others.

I intervene when a child is being teased or rejected by others. An example is when one child says to
another you are not my friend, I don’t like you. I respond to the child and we talk about how those
words hurt the other classmate. Usually, the child dose not want to play what the other child is playing
with, so I talk with her about using different words. Saying I don’t want to play with that right now,
maybe we can play with the dolls. I explain that the words you are not my friend are not kind and
might make the friend sad.
Give some examples of what you would consider to be stereotypical language or bias toward or
against a child or group, and how you might respond if you saw or heard these from adults or children
in your classroom.

Stereotypical language is when an adult would say that that whole class misbehaves all the time. The
reality is the misbehavior comes from one or two of the children in the class and it doesn’t happen all
the time, there are some good parts of the day also. I would respond to the adult to not make
assumptions about everyone in the class. There are a couple of behavior issues with a couple of the
children, but we are working on that using different techniques.
 Another example would be when a child might comment on another child about being different, skin
color, handicapped or language. I would respond to that child that everyone is different and each one of
us are special in their own way. I would explain some differences in the children like, you have brown
eyes and he has blue eyes, or you like to play with cars, and he likes to play with the dollhouse. It
would be boring if everyone was the same. I would probably find a book to read to the child or the
whole class about everyone being unique.

Describe the materials provided in the preschool environment to address a range of diversity (dolls,
play props, books, pictures, posters, play food, clothing items, etc.) Explain how the materials reflect
the lives of the children and families in your program as well as the diversity found in society, including
gender, age, language, and abilities – no stereotypical representations (images of members of ethnic
groups in only traditional garb or only females in nurturing roles, only males as construction workers
or doctors, etc.), reflect range of diversity, especially children and families in the program. Give
examples of materials that could be added.
The materials in a preschool environment to address range of diversity include books and pictures of
different ethnic groups, abilities, beliefs, family styles, and men and women in all kinds of jobs. Dolls
and dress-up clothes from different cultures. A quiet area could include pillows, blankets and wall
hangings from another country. The materials in the classroom are represented of the children and
families in my program and community because they are like what they might find at their home. They
promote play and learning for all abilities. The books and posters show both male in female in
traditional and nontraditional roles. Books can be diverse in the pictures and the language they are
written in.