As teachers we are cultural workers, whether we are aware of it or not. Darder (2002) in Mac Naughton (2003), p. 184 Values and attitudes Changing attitudes and beliefs takes time. Remember that each individual needs…to change at their own pace…The overall message is one of valuing each individual for the skills and background they have. This includes their family background, beliefs, language and so on. Each individual sees the world ‘race’, through their own perspectives and with assistance through the perspectives of others. Arthur, L. (1993) Why do we need to explore values and attitudes? As adults we are affected by our own values and attitudes, by our social conditions and by our identities. Our life conditions inform everything we do and inform what we think is important. Meaningful engagement with diversity concepts and terminology, multiple identities and funds of knowledge will be informed by our knowledge base, but most importantly by critically reflecting on our attitudes. This is a vital component in becoming a reflective and inclusive early childhood practitioner. Research reveals that children are from age three or four years and – sometimes earlier than this age of ethnic, race, gender, class, language and – physical differences (Connolly, Smith and Kelly, 2002, Ausdale and Feagin, 2001). They notice differences and similarities as part of their natural developmental process, and assimilate positive and negative, spoken and unspoken messages about difference. These influences are part of the child’s development of self and group identity, as well as self-esteem. Children learn and have their views reinforced by attitudes they experience primarily through relationships with adults and the broader community.
As teachers we are cultural workers, whether we are aware of it or not. Darder (2002) in Mac Naughton (2003), p. 184 Values and attitudes Changing attitudes and beliefs takes time. Remember that each individual needs…to change at their own pace…The overall message is one of valuing each individual for the skills and background they have. This includes their family background, ‘race’, beliefs, language and so on. Each individual sees the world through their own perspectives and with assistance through the perspectives of others. Arthur, L. (1993) Why do we need to explore values and attitudes? As adults we are affected by our own values and attitudes, by our social conditions and by our identities. Our life conditions inform everything we do and inform what we think is important. Meaningful engagement with diversity concepts and terminology, multiple identities and funds of knowledge will be informed by our knowledge base, but most importantly by critically reflecting on our attitudes. This is a vital component in becoming a reflective and inclusive early childhood practitioner. Research reveals that children are from age three or four years – and sometimes earlier than this age – of ethnic, race, gender, class, language and physical differences (Connolly, Smith and Kelly, 2002, Ausdale and Feagin, 2001). They notice differences and similarities as part of their natural developmental process, and assimilate positive and negative, spoken and unspoken messages about difference. These influences are part of the child’s development of self and group identity, as well as self-esteem. Children learn and have their views reinforced by attitudes they experience primarily through relationships with adults and the broader community.
D_E_I_Charter_and_Guidelines.docx