Culturally & Linguistically Diverse Children and Families
When working with children and families from diverse cultural and linguistic backgrounds,
it is important that early childhood educators develop skills that will increase the
chances that their interactions are effective and supportive.
Division for Exceptional Children Position Statement
This position statement from the Division for Early Childhood (DEC) highlights culturally
and linguistically responsive practices for personnel and programs that serve infants,
toddlers, young children and families. PDF
A summary of this position statement’s key points can be found in the Executive Summary
document published by the DEC. PDF
Culturally and Linguistically Appropriate Services (CLAS)
The CLAS Institute identifies, evaluates, and promotes effective and appropriate early
intervention practices and preschool practices that are sensitive and respectful to
children and families from culturally and linguistically diverse backgrounds.
http://clas.uiuc.edu/aboutclas.html
PACER Center
PACER Center is a parent training and information center for families of children
and youth with all disabilities from birth through 21 years old. Many of the resources
available through PACER are helpful for educators.
The following fact sheet provides recommendations for creating and maintaining positive
partnerships with parents of young children. PDF
Early Dual Language Learning by Fred Gennesee
This article provides responses to frequently asked questions about dual language
learning in early childhood. PDF
Promoting Cultural Diversity and Cultural Competency: Self-Assessment Checklist for
Personnel Providing Services and Support to Children in Early Intervention and Early
Childhood Settings
This self-assessment tool from the National Center for Cultural Competency can be
used by individuals, families, and teams to consider the ways in which a program is
respectful of and responsive to cultural diversity.
Evaluating Young Children from Culturally and Linguistically Diverse Backgrounds for
Special Education Services
This journal article by Banerjee and Guiberson outlines research based evaluation
practices for working with children and families from culturally and linguistically
diverse backgrounds. PDF
ERIC Digests
This ERIC digest provides suggestions for selecting culturally and linguistically
appropriate materials. PDF
This ERIC digest provides suggestions for working with families from culturally and
linguistically diverse backgrounds. PDF
Honoring Differences: Essential Features of Appropriate ECSE Services for Young Children
from Diverse Sociocultural Environments
This article describes six service features honoring diversity in early childhood
special education (ECSE) programs as identified and piloted in the 3-year federally
funded demonstration program, CROSSROADS. CROSSROADS provided technical assistance
to ECSE programs with children from culturally and linguistically diverse backgrounds.
Mindful Reflection as a Process for Developing Culturally Responsive Practices
This article describes how teachers can engage in the process of mindful reflection
and to help support the development of culturally responsive practices when working
with children with disabilities.
Cultural Competency: What It Is and Why It Matters
This article explore the following questions;What is cultural competency? Why is cultural
competency important? What is culture? What does cultural competency look like? and
What is a culturally competent organization?
Promoting Social Behavior of Young Children in Group Settings: A Summary of Research
This research summary by Dunlap and Powell, provides a summary of evidence based
practices that support the development adaptive social-emotional behavior of young
children in group contexts. PDF