Sharing Web Resources

This week I chose to research quality and equity of care and education for immigrant children on the NAEYC website. It didn’t take long to find a very interesting blog entry titled “Supporting Diverse Young Children Takes a Diversity Team” (Nemeth, K. N., 2014). Karen Nemeth explains that supporting the cultural and linguistic needs of diverse children and families can be a challenge. Many successful early childhood programs are meeting this challenge by developing Diversity Teams- “A team of interested volunteers, staff and family members to ensure that families of all backgrounds feel welcome” (Nemeth).

            Early childhood programs interested in developing Diversity Teams can begin with a small group of interested staff, and gain effectiveness by including family members, board members and community members. (Nemeth) The main goals of the Diversity team should be to help build relationships with families who speak different languages, to locate appropriate books, music, and other various learning materials for the program, and to provide information to help the program build a deeper understanding of different cultures or lifestyles. “Most importantly, having an active, engaged Diversity Team is like a circle of support for all of the children, families, and staff” (Nemeth).

            I found a similar article in the NAEYC September 2014 issue of Young Children (YC) titled “Engaging Families in Diverse Communities: Strategies From Elementary School Principles”. Amy Shillady interviews two school principles who share their experiences (both challenging and successful) with engaging families from many cultures who speak several languages and have a wide range of life experiences. (Shillady, 2014) Peter Moran, the principal at Glenallan Elementary School in Maryland has a “bilingual parent-community coordinator” who coordinates parent involvement meetings, facilitates and helps plan family events, and establishes links with community services and resources to help meet families’ needs. In addition the teachers at Glenallan work together to host family partnership events to learn more about each other’s cultures. (Shillady) Katie Charner-Laird, the principal at Cambridgeport School in Massachusetts has a “family liaison” whose “main role is to be accessible to all families in ways that support children’s academic achievement and help foster communication and a welcoming school climate for all families” (Shillady).  Sound familiar? These two school principals know “the importance of commitment and perseverance, personal connections, teamwork, and deep respect for children and their families” (Shillady).

            As an early childhood professional, I often find myself overwhelmed while reflecting on the number of young children who do not receive the opportunity to experience quality and equity in early care and education programs. While discussions and public policies are meant to help, often they take too long and valuable time is lost for our most vulnerable population. The great thing about Equity Teams is they can start anywhere today. All that is needed are a few willing individuals who believe in the value of making children and their families feel welcome by getting to know them and supporting their cultural and linguistic needs. Let’s get started! 

References

Nemeth. K. N., (2014) Supporting diverse young children takes a diversity team,

retrieved from: http://www.naeyc.org/blogs/supporting-diverse-young-children-takes-diversity-team

Shillady, A. (2014) NAEYC Young Children (YC) Engaging families in diverse

communities: strategies from elementary school principals. Vol. 69 No. 4, September, 2014