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CHCIC511A: Implement and promote inclusive policies and practices

Support the development of inclusive resources

Contents

Review current resources and modify or discard if inconsistent with inclusive principles 3

Resources and materials 3

Reviewing and modifying resources 4

Ensure characters portrayed in selected material are realistic and non stereotypical 7

Resources and materials for differently-abled children 12

Ensure selected resource materials do not distort or omit key areas of information about people 14

Why do we need to consider the resources? 14

2 Diploma of Children’s Services: CHCIC511A: Reader LO 9367 © NSW DET 2010

Review current resources and modify or discard if inconsistent with inclusive principles

Resources and materialsResources and materials that children use when at the childcare service can contribute greatly to the development of attitudes and bias. This can be either positive or negative. In order for this to be a positive experience, resources should be examples of all types of families doing everyday things. This demonstrates to the children in a proactive way that there are differences and everyone is respected as an individual.

According to Anne Glover (2001) resources can in fact help cause bias against groups of people and she identifies three ways this can occur—through invisibility,

InvisibilityThis is when groups are not represented in the resources. Examples can include books or posters that do not depict characters that are physically disabled. Another example could be there are only white, female dolls in the dramatic play area. ‘What isn’t present can be as powerful a contributor to developing attitudes as what is present’, Hopson (1990:19) reminds us.

TokenismThis is when groups are not represented authentically. Specific artefacts or resources may be presented as ‘foreign, quaint or exotic’ (Hopson, 1990). This can be seen through examples such as one Black doll in the dramatic play area or singing songs only in Greek or English, and no other languages; or making boomerangs as the only reference to Aboriginal culture.

StatusResources show images of work represented by similar people, for example young or middle aged men who represent this status in society. Other images of women,

Diploma of Children’s Services: CHCIC511A: Reader LO 9367 3© NSW DET 2010

the elderly or people with disabilities should also be depicted to show that working people can vary in ability and appearance. We do not want to send the message that people with additional needs are incapable.

Invisibility, tokenism and status give strong messages about who is valued and who is not valued in Australian society.

Reviewing and modifying resourcesIt is important to remember that each childcare service is unique. It has its own culture and it is made up of the families, staff and the local community. Therefore, when it comes to reviewing and evaluating resources there is no blanket rule that can be applied to all. Services must work within certain constraints. Whilst I am not condoning inappropriate resources (ie, those that not inclusive) we must respect each service and their attempts at this exercise.

Part of the process in reviewing and modifying resources is to ensure they are consistent with inclusive principles. We need to look at characters portrayed in the selected material and make decisions whether they are realistic and non-stereotypical. The resources need to demonstrate diversity and an appreciation of differences.

Resources can be one of the most visible aspects of the centre. It is the materials that are used by the children and show to the children images of the world around them. If we provide appropriate resources we are being proactive in our approach for everyone to feel respected regardless of their background.

Below are just a few questions to start with when assessing books, videos and posters.

Do the resources:

• include illustrations that reflect the children’s home environment? • include illustrations depicting diversity in culture, ethnicity, gender,

physical abilities and physical appearances? • include books with words printed in English and community languages?• depict ‘heroes’ who are not always young, able-bodied, male and blond?• depict authority figures (eg, mayors, teachers, police officers) who are

male as well as female and who are ethnically-diverse?• enhance children’s awareness of Australia’s cultural diversity (as well as

the cultural diversity of the world)?• enhance children’s awareness of the diversity among humans, including

diversity within families and their economic status and lifestyles?• help to reinforce children’s own cultural identity and background? • represent positive images of all cultures, including Aboriginal cultures?• represent positive images of all religions?


• use language that is gender-inclusive?• avoid gender-defined roles?• allow the participation of all children?• avoid any reflection or reinforcement of stereotypes?• encourage children’s critical thinking about differences?• avoid emphasising the ‘exotic’ (and instead depict people realistically)?• encourage children’s empathy and awareness of others and their

feelings?• depict similarities (not just differences) among people of diverse

backgrounds, abilities etc?• promote children’s sense of individual value and worth?• encourage children’s ability to make choices that are fair to everyone?

Activity 1

Celebrations checklistThe choice of celebrations will include those celebrated by the children’s families as well as the community.

Celebrations checklist

Description Yes/No Comments

Does the centre include any of the following celebrations:

Christmas

Easter, including Greek Orthodox Easter

Australia Day

Mother’s Day

Father’s Day

Birthdays

Chinese New Year

NAIDOC week

New baby in the family

Weddings

St Patrick's Day

Ramadan

Diwali

Achievements

Does the service actively work with families when planning celebrations?


Are families involved in celebrations? How?

How?

Does the service have a policy on celebrations (eg, how to incorporate these into the centre’s programs)?

What happens if one family does not want their child to participate in a celebration?

Are families surveyed prior to planning celebrations?

When using your checklistsYou might want to use your checklists in a real setting. You might assess the toys and books available in stores, for example. Do you notice that many of the toys for girls and boys reflect gender-defined roles (eg, dolls, kitchens, make-up sets for girls and trucks, swords and superhero suits for the boys!). Do you notice that the dolls are usually skinny? What messages are the children getting?

If you use your checklists on a childcare service, school, playgroup or public library, remember, to be discrete and diplomatic! In other words, avoid making negative comments to staff—they may have resources that they are planning to update or replace or they may not have the same level of understanding about inclusion as you do. Be sensitive and respectful in your actions and comments.


Ensure characters portrayed in selected material are realistic and non stereotypical

Imagine, as a young child, being thrust into a classroom that has nothing in common with your home background and culture. You don’t understand a word of the language that is spoken by the other adults and children in the classroom; the expectations and rules are completely different and may even be the opposite of what you are used to; the food served to you at lunch time looks and tastes strange; the toys are interesting and attractive but unfamiliar, especially those white babies in the ‘home corner’ that look nothing like your baby sister at home; the other children in the class may even look physically different to you and wear different clothes. For the young child this will probably be a very alienating, confusing and distressing experience.

Carers need to be constantly aware of their commitment to supporting children in these situations by affirming each child’s cultural heritage. The resources found within a centre should reflect the children and families who access the centre. They should also extend to the major groups of people found in the local community and of the country at large. When Indigenous culture is included with respect and value, indigenous children and families can feel a real sense of belonging and inclusion as their heritage is recognised and celebrated.

Resources found within centres include books, dramatic play equipment, musical instruments, art materials, dolls, manipulatives, etc. It is our duty to ensure that these resources reflect diverse cultures, abilities and non-stereotypical images of men and women.

When deciding what resources to include in our programs and how to present them we need to consider whether the materials will:

Make sure the toys reflect diversity:

• be used to effectively challenge and extend children’s views• encourage respect for diversity and challenge stereotypes• accurately reflect the lifestyles of families using the service and in the

broader community• allow children to be actively involved and to have hands on experiences


• be part of the daily culture within the program rather than something that pops up occasionally without context.

What resources, equipment and materials that are developmentally appropriate can we incorporate in our programs? The following is a list of ideas for multi-cultural and inclusive resources:

Resources

Small dolls, e.g. doll house dolls.

Dolls reflecting a range of racial backgrounds, but especially those of the families that use your service. Both sexes should be represented and some dolls at least should be anatomically correct. One dark doll, amongst many fair skinned dolls is merely tokenistic and gives the message that people who are not fair skinned are less significant or even a bit of an oddity. Also introduce persona dolls. Puppets.

Range of kitchen utensils.

A coolamon is an Aboriginal wooden dish to hold water, food or even a sleeping baby. Children could use it for a doll’s bed or general carry-all.

Variety of dress up including hats, scarves and shoes and jewellery.

Fabrics, various sizes, with multi-cultural prints and weaves. Aboriginal-designed material that can be used for table cloths, bed covers and wall-hangings.

Prints of artworks representative of various cultures.

Various containers, including bags, baskets, boxes,.

Musical instruments from different cultures. Musical instruments can be made—you may be wary of making a didgeridoo as they are traditionally played by men but you could make an emu caller. It is very similar to a didgeridoo but shorter and the end was tapped with a stick, giving a sound similar to an emu, and this would attract emus.

Natural materials eg shells, stones, leaves, sticks, seed pods, bark etc. Children can be encouraged to also gather items from the natural environment to use for collage, jewellery, threading & games as Aboriginal children did.

Food from different cultures. Paints, crayons, pencils, modelling materials—blacks and browns.

Puzzles, matching games, etc. depicting various cultures, abilities. Ensure that puzzles depict a range of both traditional and contemporary cultures.

Mobiles, chimes.

Carvings, e.g. wooden animals, humans, Aboriginal artefacts.

Recordings of music from different cultures.

Furnishings, e.g. mats, curtains, cushions.

Felt boards and felt picture sets representing diversity, e.g. skin colour, traditional stories.


Posters reflecting a range of cultures, lifestyles, abilities, non-traditional gender roles. Sources for posters include commercial sets, calendars, international photography magazines, and UNICEF diaries. Staff or parents can take photos. Subjects may include the children and families that use the service and the people, buildings and celebrations in the local community. Photos may be blown up to poster size for display. Don’t forget to gain permission from the people that you have photographed.

Books—story and information. International photography/environment/culture magazines could also be made available. Include books written in different languages. There are a range of popular picture books available in dual languages, English plus another language, e.g. Hattie and the Fox by Mem Fox (Japanese and Mandarin); Rainbow Fish by Marcus Pfister (Vietnamese); Wargan the Crow by Cindy Laws (Aboriginal Darug); Bardi Counting Book by Lucy Wiidagoo Dann (Aboriginal Bardi) and Animals: An Indigenous first discovery book by Debbie Austin—a babies’ picture book of ancient Aboriginal symbols.

We need to celebrate all children’s strengths. Our learning environment should give children opportunities to express their interests and talents, rather than focusing on their deficiencies. Open ended experiences such as art, music, drama, pretend play and building with blocks provide opportunities for children to express their abilities and interests beyond any barrier that might be created by cultural differences.

York (1991) recommends the following in regards to ensuring resources and programs are culturally inclusive:

Art area

• Art materials, which include colours, patterns and textures from other cultures.

• Stock the art area with skin coloured crayons, markers, paint, paper, collage materials and play dough.

• Have hand mirrors available.• Have on display illustrations of artwork, colour schemes and visual

patterns of other cultures.

Block area

Add multicultural accessories and props, e.g.:

• A variety of transportation toys such as: trains, buses, double-decker buses, planes, jets, cars, horses and carts, ferries, barges, canoes and sleds.

• Multi-ethnic, non-sexist wooden play figures as well as small dolls and paper dolls from other countries.

• Animals representing the jungle, tropical forest, desert and forest.• Display pictures of buildings from different parts of the world.

Music area


• Ask parents to make a CD of the music their family and children enjoy at home.

• Use music from different cultures as background music during free play and rest time.

• Teach children songs with simple words and melodies from other cultures and teach them songs that encourage differences, acceptance and co-operation.

• Use instruments from different cultures.

Dramatic play

• Have available a full-length mirror.• Use a variety of foods, eating utensils and dress ups, which reflect a range

of cultures.• Have multi-ethnic dolls.• Encourage diversity of gender play—tools of what is traditionally seen as

male and female work and play clothes.

Manipulative area

Have available:

• Multi-ethnic, non-sexist puzzles.• Sets of graduated items from other cultures.• Foreign coins; ethnic fabric squares and other raw materials for sorting.

Science area

• Collect rocks and shells from different parts of the world.• Have a variety of plants from around the world in a garden.• Include pictures and photos of gardens from around the world.• Grow herbs used by different cultures.• Add smells and scents from other cultures for sensory experiences.• Create collections of different kinds of grains, beans and soils.

Book/quiet area

• Use large floor pillows and cushions in ethnic prints in this corner.• Display books that emphasise diversity, ethnicity, different lifestyles and

co-operation.• Include alphabet and counting books from other cultures.• Have the children make books about themselves and their families.• Brown bear and coloured animals felt story • Five-in-a-Bed storybag • Five little monkeys swinging on the tree hand puppet • African family puppets • Fairytale hand puppets • Here is the Beehive glove puppet


• Australian states funfelts• Arabic family puppets.

Visual displays

• Emphasize real life—use artwork and artefacts from existing cultures. To do this you could use:

• Photographs and magazine pictures.• Postcards and greeting cards.• Take your own photos of the children, families and people in the service

community.• Some great places where you can pick up some resources that are

inclusive include: second hand shops; galleries; Asian shops, etc.• Making your own inclusive resources is another way of ensuring sufficient

materials are available. You can make your own:• picture collection• dolls• card and matching games• books• anti-bias stories.

Persona dolls are useful tools for creating stories based on individual family background or particular additional needs of children. Persona dolls are dolls that are used for a special story telling technique that helps children deal with issues such as conflict and diversity.

For more information on Persona Dolls see Jones, K, and Mules, R (1997) Persona dolls: Anti-bias in action, Lady Gowrie Child Centre, Erskineville, NSW.

Below are some websites of early childhood agencies or bookstores you could go to for a look at diversity resources:

http://www.thebookgarden.com.au/catalog/

http://www.gowrie-sydney.com.au/. Click on the ‘Bookstore and Library’ link to find email addresses on how to access these materials.

http://www.earlychildhoodaustralia.org.au/. Go to ‘Publications’ and then to the catalogue where there is a section on resources relating to multiculturalism, spirituality and gender equity.

Other Aboriginal provision ideasSeek the support of the local Aboriginal community or local Aboriginal organisations to find out what experiences would be relevant to your local area. Or a local Aboriginal consultant could design a developmental play session. Examples of experiences are:


• painting on paper bark pieces using watercolours• paint on different materials such as stones and leaves• hand or foot printing on art paper• using a small rock to crush bird seed on a larger flat rock• sewing or decorating dilly bags from Hessian• nature collage• use coolamons, seeds, and Aboriginal dolls in home corner• musical games with clap sticks• play songs from Aunty Wendy’s Mob, or ‘Songs for Aboriginal Studies &

Reconciliation by Buck McKenzie or other appropriate children’s music CD • sandplay with shells.• in block play include wooden animals such as snakes and goannas. Have

sticks and blocks that could be used for campfires. Include pieces of cloth that may be used for a waterhole or river. Include Aboriginal artefacts to be used in block play other than just being displayed.

• use Aboriginal symbols in painting and drawing activities or to tell a story

There may be Aboriginal and/or Torres Strait Islander people willing to come in for storytelling, didgeridoo demonstrations, emu egg carving, face painting, or to be involved in the above developmental play session.

Resources and materials for differently-abled childrenIn some cases children with disabilities will have adaptive equipment (special chairs, standers, etc.) which needs to be accommodated. Additional play space and wide pathways may be required. Generally, most physical arrangements, toys, and materials that are appropriate for children without disabilities are appropriate for young children with disabilities.

When providing resources and materials for children with disabilities:

• Increase the number and variety of toys available at various developmental levels.

• Use picture communication symbols as well as words to label objects, learning centres, and activities.

• Shelves and tables should be sturdy enough to support children who have difficulty standing and maintaining balance.

• Provide non-skid pads on shelves to prevent materials from falling off.• Many children with disabilities are better able to play on the floor.

Provide a mat or soft rug to play on.• Provide a special, quiet place for children experiencing difficulties in self-

control or over activity.


• Adapt the toilet seat or bathroom and normalize the process of toileting as much as possible, allowing the child with special needs to use the same bathroom as his peers if at all possible.

• For children who are deaf or hard of hearing, decrease the noise level in the room by carpeting floors, shelves, and other workspaces, using felt pads on tabletops.

• For children with visual impairments, reduce the amount of visual information in a given area: remove patterned backgrounds on walls and displays, use colours with sharp contrast.

Simple toy adaptations

Stabilization clamp toys to the table, tape toys down, use velcro or suction cups.

Grasping aids use velcro, tape a large marble to a dough cutter to enable a child with limited motor skills to make biscuits or cut play dough.

Switches use battery-operated toys and have children with physical limitations manipulate a variety of switches to activate and deactivate the toys.

Manipulation aids add knobs, flat extensions or dowels.

Provide boundaries

restrict the movement of toys, making them easier to use and retrieve (cardboard boxes, trays with edges).

(Adapted from Without Wheels, 2000


Ensure selected resource materials do not distort or omit key areas of information about people

Why do we need to consider the resources?The resources we use help shape children’s perception of the world. They create an image of how things should be and provide non-verbal guidance as to roles and expectations.

What children see and experience—and what they don’t—are important. As educators, it is our responsibility to ensure that the resources they encounter and use during their time with us expand and extend their understanding of diversity and difference; foster and support their self esteem; and create an appreciation and respect for other people and life-styles.

How can we ensure that the resources promote inclusion?

Critically evaluate the resources by asking these questions:

• Do the resources reflect only white, middle-class, able-bodied children?• Are different family structures depicted or do the families almost always

consist of Mum, Dad and children?• How are people with additional needs presented—in a positive manner or

do they appear to be dependant or incapable?• Is there gender stereotyping? Are the characters shown cooking and

looking after children females only? Or are there also males who are shown nurturing children and cooking dinner? Is it mostly the men who have important jobs—or are there women as well?

• Are cultural differences in styles of dress and food presented as foreign or exotic?

•

Materials should not be selected solely because they have culturally related titles, illustrations and are written by members of cultural groups. They must adequately serve a variety of sound educational principles as well. Materials need to be evaluated on the basis of their educational value, developmental appropriateness,


interest to children and families, technical quality and must provide accurate and reliable information about social and cultural groups. When it is impossible to locate commercial materials to accurately reflect the ethnicity and cultural backgrounds and experiences of the children, it is possible for creative educators to develop their own materials.

Hopson, E (1990) Valuing diversity: Implementing a cross cultural, anti-bias approach in early childhood programmes, Lady Gowrie Child Centre, Sydney

Activity 2

BooksJust a small sample of books that could be used with young children to achieve the goals of a multi-cultural and inclusive program include:

• Handa’s Surprise (Eileen Brown, 1994, Walker) is a delightful story about Handa, a little girl living in Kenya, who carries fruit in a basket balanced on her head to her friend Akeyo. Unbeknownst to Handa, as she walks along, the fruit disappears one by one into the mouths of wild animals. In the end, however, all is well.

• Arnold, the Prickly Bear (Kym Lardner, 1990, Hodder) is a heart-warming story that tells of a rejected teddy bear who is rescued from the rubbish pile by a little boy. Despite the fact that the bear is prickly instead of warm and cuddly the little boy still loves him. The little boy accepts Arnold just as he is and he does not reject him just because he looks and feels different.

• Whistle for Willie (1988, Puffin) and The Snowy Day (1980, Bodley Head) both by Ezra Jack Keats, are about Peter, a little Negro boy, and his every day adventures such as learning to whistle and playing in the snow.

• Frog and the Stranger (Max Velthuijs, 1993, Anderson Press) deals sensitively with the issue of how our prejudices can blind us to real qualities of people who may look and behave differently to us. Three friends, Frog, Duck and Pig, are puzzled and concerned when a stranger, Rat, arrives and settles in their neighbourhood. Pig and Duck immediately assume that, because he is a rat, he is dirty, lazy and a thief. Frog, however, is more open minded and prepared to give Rat a go. Pig reprimands Frog, telling him that he ‘shouldn’t go round with that dirty rat’. When Frog asks why not, Duck replies, ‘because he is different from us’. Frog responds by pointing out that we are ‘all different’. Finally, however, Rat proves himself through some brave acts, his kindness, and his positive approach to life. All three animals come to respect and like him so much that when he leaves they all farewell him with tears in their eyes.


• Early Learning Book Series (Aboriginal Educational Unit Sth.Aust.) The books feature young Aboriginal children with text/narrative for a range of ages in a developmental sequence reflecting approximately up to four years of age. Designed for Aboriginal and non-Aboriginal children to have access to culturally appropriate books which reinforce appropriate stages of vocabulary and grammar development in young children.

Books can make strong impressions on children and we need to be sure that books we use in our programs are compatible with our inclusive and multi-cultural goals. The following criteria may be used to evaluate books on this basis:

• Do the characters in the books have individual personalities with their own strengths and weaknesses instead of being represented as stereotypes?

• Are the characters allowed to grow as individuals and learn from life experiences?

• Are lifestyles represented accurately and respectfully? For example are children with an ethnic background, living in Australia, represented as bicultural rather than as cultural stereotypes?

• Do the illustrations faithfully portray ethnic, cultural, age, sexual, and ability differences? Illustrations may be humorous but must reflect the tone of the text. Illustrations in which children from ethnic backgrounds are represented with the same facial features as white children, except for skin tints, are not respectful. We also need to reject books in which physical features have been grossly exaggerated or distorted.

• Do the illustrations match the text? For example if aboriginal children in the story are living a suburban lifestyle, are they depicted as such?

• Does the book in any way demean or humiliate individuals or groups of people? Books that in any way imply that some people are inferior are not appropriate.

Neugebauer (1992) and Derman-Sparks (1989) both provide useful information on books and diversity. Both include comprehensive lists of suitable books for an anti-bias program as well as useful checklists for assessing the suitability of books.

Activity 3


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