About this poster

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Panel information
Panel 2. Cultural Processes

Abstract

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A growing body of research indicates that creating multiculturally diverse activities in an early childhood setting is associated with positive academic and socioemotional outcomes for your children (NAEYC, 2019). Children are aware of biases, issues about race, and stereotypes in the formative years (Kelly et al., 2005; Kinzer & Spelke, 2011).Therefore, it is critical for educators, parents, and service providers to foster an atmosphere that provides equitable experiences and opportunities to ensure the healthy development of all children. Service learning in early childhood and human development academic programs presents a unique opportunity for preservice teaching, human services, and healthcare professionals to learn strategies to foster inclusivity in the spaces that serve young children (Wiersma-Mosley & Garrison, 2022).
Because of the significance of early childhood as an opportunity for children to develop crucial cognitive and social skills and form their self-identities, the current proposal focuses on three initiatives that undergraduate students in child development service learning classes engaged in to foster inclusivity in spaces that young children frequently occupy. The first project involved the development of a toy distribution system for young children during their hospital stay. Specifically, this project aimed to provide ethically, culturally, and diversified toys for children of various backgrounds in a pediatric unit at a hospital. Developing inclusivity in such a setting is essential for children’s sense of self and belonging, aspects of their identities that may be questioned while feeling isolated during their hospitalization. The second project involved creating an inclusive playground for a child development center. The purpose of this project was to help children reach more developmental goals and to make outdoor play at a Child Development Study Center more inclusive for all children. The implementation of this service-learning creative project was to add more versatility to the outdoor area and to provide young children with more experiences outside the classroom in an outdoor space. The two outdoor stations that were developed focused on art and music and were under a roof beside the playground. These stations allowed children other places to seek out when they do not want to, or physically cannot run around on the other structures, or are wanting a more one-on-one social connection during outdoor playtime with teachers or peers. The third project involved enhancing a library space at a child development center in the mid-south with resources that address diversity and cultural competence. The goal was to transform the library into an enticing, relaxing, and judgment free area where children feel comfortable to explore their culture and the cultures of others. New books added to the library were thoroughly reviewed and chosen for the purpose of promoting cultural competence and inclusion, as well as new language introduction. A wide variety of cultures from around the world as well as over ten languages were represented in the new reading materials. Children’s needs and preferences can vary based on their cultural, ethnic, familial, and individual identities. As such, offering opportunities for children to explore their unique needs and preferences can provide them with a sense of agency and empowerment. This type of empowerment is essential for children, as it enables them to make choices that connect with their cultural backgrounds, personal interests, and individual identities (NAEYC, n.d).


Selected References


National Association for the Education of Young Children. (2019). Advancing Equity in Early
Childhood Education. Available from https://www.naeyc.org/sites/default/files/globally-
shared/downloads/PDFs/resources/position-
statements/naeycadvancingequitypositionstatement.pdf


Wiersma-Mosley, J.D. &Garrison, M.E. (2022). Developing intercultural competence among students in family sciences: The importance of service learning experiences. Family
Relations: Interdisciplinary Journal of Applied Family Studies, 71(5), 2070-2083.

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