With regard to the materials to satisfy the cultural needs of children, Caring for Our Children, 3rd Edition notes, at Standard 2.1.1.8, “Indoor and outdoor learning/play environments should have an array of toys, materials, posters, etc. that reflect diverse cultures and ethnicities.” The proposed changes to support supply as well as accessibility of supply are addressed in various provisions throughout Chapter 2. For example, for infants and toddlers, at Standard 2.1.2.3, assumes there is enough supply that is accessible as it states “The indoor and outdoor learning/play environment should encourage and be comfortable with staff on the floor level when interacting with active infant crawlers and toddlers. The indoor and outdoor play and learning settings should provide opportunities for the child to act upon the environment by experiencing age-appropriate obstacles, frustrations, and risks in order to learn to negotiate environmental challenges.” This standard includes the manipulation of objects, i.e. materials. Caring for Our Children, 3rd Edition Standard 2.1.3.2: Opportunities for Learning for Three- to addresses sufficiency of materials and the independence of children. It states “Programs should provide children a balance of guided and self-initiated play and learning indoors and outdoors. These should include opportunities to observe, explore, order and reorder, to make mistakes and find solutions, and to move from the concrete to the abstract in learning. The early learning guidelines of the state, as well, stress the importance of meeting the individual and cultural developmental needs of children. See Washington State Early Learning and Development Guidelines Birth through 3rd Grade 2012. Likewise, in the 23 meetings in April and May 2016, 467 stakeholders shared their feedback on a set of proposed licensing standards drafts, representing all types of early learning providers and a wide variety of racial, ethnic, cultural, refugee and immigrant, income, and linguistic communities including Native American, African-American, Hispanic/Latino, Asian, Yakama Nation, East African, Filipino, Somali-speaking, Oromo-speaking and Russian-speaking. Honoring family culture was an important theme and recommendation of these stakeholders, as was the need to support ongoing child development.
With regard to the materials to satisfy the cultural needs of children, Caring for Our Children, 3rd Edition notes, at Standard 2.1.1.8, “Indoor and outdoor learning/play environments should have an array of toys, materials, posters, etc. that reflect diverse cultures and ethnicities.” The proposed changes to support supply as well as accessibility of supply are addressed in various provisions throughout Chapter 2. For example, for infants and toddlers, at Standard 2.1.2.3, assumes there is enough supply that is accessible as it states “The indoor and outdoor learning/play environment should encourage and be comfortable with staff on the floor level when interacting with active infant crawlers and toddlers. The indoor and outdoor play and learning settings should provide opportunities for the child to act upon the environment by experiencing age-appropriate obstacles, frustrations, and risks in order to learn to negotiate environmental challenges.” This standard includes the manipulation of objects, i.e. materials. Caring for Our Children, 3rd Edition Standard 2.1.3.2: Opportunities for Learning for Three- to addresses sufficiency of materials and the independence of children. It states “Programs should provide children a balance of guided and self-initiated play and learning indoors and outdoors. These should include opportunities to observe, explore, order and reorder, to make mistakes and find solutions, and to move from the concrete to the abstract in learning. The early learning guidelines of the state, as well, stress the importance of meeting the individual and cultural developmental needs of children. See Washington State Early Learning and Development Guidelines Birth through 3rd Grade 2012. Likewise, in the 23 meetings in April and May 2016, 467 stakeholders shared their feedback on a set of proposed licensing standards drafts, representing all types of early learning providers and a wide variety of racial, ethnic, cultural, refugee and immigrant, income, and linguistic communities including Native American, African-American, Hispanic/Latino, Asian, Yakama Nation, East African, Filipino, Somali-speaking, Oromo-speaking and Russian-speaking. Honoring family culture was an important theme and recommendation of these stakeholders, as was the need to support ongoing child development.
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