early ed and culture
early ed and culture
This Assessment consists of a series of short-answer questions and scenarios that explore the impact of power, privilege, and institutional oppression as well as bias
and discrimination in areas that include gender, race, religion, sexual orientation, socioeconomic status, and ability.
To complete this Assessment:
-Download the CR002 Short-Answer Template and answer each question in 3–4 paragraphs.
-Download the Writing Checklist to review prior to submitting your Assessment. All submissions must follow the conventions of scholarly writing. Properly formatted APA
citations and references must be provided where appropriate. Submissions that do not meet these expectations will be returned without scoring
Short Answer 1
Q1. You are the director of Fun Start Day Care, a culturally and socioeconomically diverse early childhood care center in an urban area. You observe John, an early
childhood professional in one of your classrooms. John is a young, white, Christian, and a recent college graduate from a small town. One of the white children in
John’s classroom asks one of the black children why his skin is so dirty for the whole class to hear. John does not answer the question. Instead he replies, “People
may look different, but everyone has a mommy and daddy at home who love them no matter what they look like.”
You are concerned by this and begin to visit his classroom more often. You recognize over time that the majority of the material John presents to the children reflects
only mainstream cultural practices and identities. The children in the classroom begin to behave in ways that reflect this bias as well. John never discusses racial
discrimination or sensitivity, and instead, chooses to ignore the diverse nature of his classroom in favor of a model that assumes that all the children are the same
and have the same needs.
Explain how the following key concepts apply to the classroom situation described in the scenario: in-group bias, racial socialization, and culturally-responsive
teaching.
Your Response
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Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Explain how bias, discrimination, privilege, and power potentially impact children, families, and professional practice.
Learning Objective
1.1: Explain how in-group bias, racial socialization, and culturally responsive teaching apply to early childhood contexts.
Explanation is missing.
Response vaguely explains how the key concepts apply to the scenario.
Response clearly explains how the key concepts apply to the scenario.
Demonstrates the same level of achievement as “2,” plus the following:
Response includes a relevant example from personal experience, professional practice, or academic resources.
Short Answer 2
Q2. A 4-year-old girl named Wadja, who is a recent immigrant from Afghanistan, recently enrolled in the early childhood care center near a U.S. military base. Wadja
will be placed in Miss Shauna’s class. Miss Shauna has read about Afghanistani culture, has seen many acts of violence on the news taking place in Afghanistan, and is
worried about the class accepting Wadja and how she will adjust to her new environment.
Upon meeting the family and Wadja, Miss Shauna realized that she was very well adjusted, a bit shy, but was becoming more curious about the other children. After a few
weeks, Miss Shauna noticed that Wadja started to take her headscarf off after her parents dropped her off in the morning. Wadja also seemed a bit self-conscious about
the food her parents packed for her, resulting in Wadja sitting alone or sometimes saying she was not hungry and did not want to eat.
Many of the children in Miss Shauna’s classroom have relatives who are serving in the military, with some stationed in Afghanistan. One boy in class told Wadja that
his uncle killed people in Afghanistan. One of the other children recently made a comment directed toward Wadja that “all Muslims are bad.” He later revealed that he
had heard his grandfather say this a few times recently.
Explain how the following key concepts apply to the classroom situation described in the scenario: acceptance; discrimination based on race, religion, or gender;
acculturation; and privilege and power.
Your Response
Enter Your Response Here
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Explain how bias, discrimination, privilege, and power potentially impact children, families, and professional practice.
Learning Objective 1.2:
Explain how acceptance and non-disclosure of discrimination and discrimination based on religion apply to early childhood contexts.
Explanation is missing.
Response vaguely explains how the key concepts apply to the scenario.
Response clearly explains how the key concepts apply to the scenario.
.
Demonstrates the same level of achievement as “2,” plus the following:
Response includes a relevant example from personal experience, professional practice, or academic resources.
Learning Objective 1.3:
Explain how acculturation and privilege and power apply to early childhood contexts.
Explanation is missing.
Response vaguely explains how the key concepts apply to the scenario.
Response clearly explains how the key concepts apply to the scenario.
Demonstrates the same level of achievement as “2,” plus the following:
Response includes a relevant example from personal experience, professional practice, or academic resources.
Short Answer 3
Q3. Rosa is a new administrator at Building Blocks Day Care, an early childhood care center. She is 25 years old and arrives at the center at 5:00 a.m. to do her yoga
workout before the children and families arrive. Rosa has made it very clear that health and fitness are very important to her. Marco, who is 67, is an assistant
caregiver at the center who loves to cook and bring in treats for the other early childhood professionals. Rosa asked Marco to stop bringing in treats for the staff,
since they are “filled with sugar and unhealthy.” Marco reluctantly complies.
At a staff meeting a few weeks later, Rosa presented information about obesity in the workplace. In the staff meeting, Rosa said, “If you are overweight, you are
setting a bad example for the children in this center.” Marco is concerned about his ability to get into shape, as he has recently undergone knee surgery. Rosa,
however, constantly reminds the staff of the importance of setting a healthy example.
One day she walks into the kitchen while Marco is putting sugar in his coffee and says, “I NEVER put sugar in my coffee. Have you ever thought of giving it up?”
Eventually, Marco complained to the director of the early childhood care center. He was told that Rosa has come in to make some much needed changes at the center and
that the entire staff should follow her example. Marco becomes worried about his job security but does not feel that he has any support from anyone at the center.
Explain how the following key concepts apply to the classroom situation described in the scenario: perceived discrimination; discrimination based on appearance; and
microaggressions.
Your Response
Enter Your Response Here
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 2: Analyze common stereotypes and biases related to gender, race, religion, sexual orientation, age, socioeconomic status, and ability.
Learning Objective 2.1:
Explain how perceived discrimination, discrimination based on appearance, and microaggressions apply to early childhood contexts.
Explanation is missing.
Response vaguely explains how the key concepts apply to the scenario.
Response clearly explains how the key concepts apply to the scenario.
.
Demonstrates the same level of achievement as “2,” plus the following:
Response includes a relevant example from personal experience, professional practice, or academic resources.
Short Answer 4
Q4. Lela’s early childhood care center classroom includes many students of different ethnicities. The assistant director has noticed that she uses many culturally and
linguistically responsive practices, including providing materials that reflect each of the families’ home cultures and translating materials, such as classroom
newsletters, into the languages spoken within the environment.
During a classroom observation, the assistant director noticed that there was a population of students of a particular ethnicity that Lela tends to interact with less
—it’s very subtle, but Lela did not call on these three students during the morning meeting. When two of the children asked Lela to assist in a problem-solving
situation, she responded, “Let’s see if you can figure this out on your own.”
The assistant director observed another day, and her concerns were confirmed—there did seem to be distinctly different kind of interaction with these children. When
the assistant director brought her concerns to the director, as was their organization’s protocol, the director responded, “Well, children from that background are
generally more self-reliant. I don’t think you need to do anything about it.” You continue to monitor the situation despite the director’s dismissal of your claim. You
notice that this specific group of children eventually stopped attempting to participate in class. They were less engaged in the activities and less social with the
other children.
Explain how the following key concepts apply to the classroom situation described in the scenario: implicit bias; institutional bias; and anti-bias education.
Your Response
Enter Your Response Here
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 3: Explain institutional oppression and its impact on children, families, early childhood professionals, and communities.
Learning Objective 3.1:
Explain how institutional bias applies to early childhood contexts.
Explanation is missing.
Response vaguely explains how the key concepts apply to the scenario.
Response clearly explains how the key concepts apply to the scenario.
Demonstrates the same level of achievement as “2,” plus the following:
Response includes a relevant example from personal experience, professional practice, or academic resources
Short Answer 5
Q5. Carlos is an early childhood professional who works with the 3- and 4-year-olds at an early childhood care center that provides lunch to students. He has two
Jewish students and one Muslim student in a group of primarily Christian children. Sometimes these students are not able to eat certain parts of the provided lunches
because of religious dietary restrictions, and must request special food in front of the rest of the class. This has a tendency to isolate the children and cause them
to stand out more than necessary. Sometimes they are teased for their differences, as the other children have begun to recognize these situations as habitual.
There are other issues as well. For example, Fridays during the winter require that the Jewish student leave earlier than the other children in order to make sundown.
The focus on the Christian calendar is another isolating factor. While some of the Jewish holidays are discussed at the center, there is no attention to the holidays
and traditions that correspond with Islam. This sometimes causes attendance problems and confusion, as well as the common isolation felt by the students who do not
celebrate Christmas and Easter.
Explain how Carlos may be able to mitigate the effects of bias and institutional discrimination on children, families, and the early childhood professionals at the
center.
Your Response
Enter Your Response Here
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 4: Describe practices that can mitigate the effects of bias and discrimination on children and families.
Learning Objective 4.1:
Describe practices that can mitigate the effects of bias and discrimination on children and families.
Description is missing.
Response includes a vague description of one practice that can mitigate the effects of bias and discrimination on children and families.
Response is supported by vague connections to the professional knowledge base.
Response includes a clear description of at least one practice that can mitigate the effects of bias and discrimination on children and families.
Response is supported by logical connections to the professional knowledge base.
Demonstrates the same level of achievement as “2,” plus the following:
Response includes a clear description of at least two practices that can mitigate the effects of bias and discrimination on children and families.
Short Answer 6
Q6. Thabisa is an early childhood professional at an early childhood care center. A new child named Dana, who has two gay fathers, recently joined her class. She is
perfectly comfortable with this, but is a little worried that it may be a controversial issue for some of the parents of other children at the center. Therefore,
Thabisa chooses not to discuss it with the rest of the class. Both the fathers have dropped Dana off in the mornings, but none of the children appear to have noticed
anything unusual about the family.
One day, the group discussion turns to a focus on the make-up of each child’s family. Many children are excited to discuss their large families, including
grandparents, older and younger siblings, and even some step- and half-siblings as well. Dana does not join in the discussion.
Later that afternoon, the children are tasked with drawing pictures of their families. Dana’s picture comprises her two fathers and the two family dogs. The other
children see her picture and ask where her mom is, at which point Dana becomes very withdrawn. When her father comes to pick her up later, Thabisa hears her ask him,
“Daddy, are we not normal?”
in early childhood settings.
Your Response
Enter Your Response Here
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 4: Describe practices that can mitigate the effects of bias and discrimination on children and families.
Learning Objective 4.2:
Explain the importance of promoting tolerance and diversity in early childhood settings.
Explanation is missing.
Response vaguely explains the importance of promoting tolerance and diversity in early childhood settings.
Response is not supported by connections to the professional knowledge base.
Response clearly explains the importance of promoting tolerance and diversity in early childhood settings.
Response is supported by logical connections to the professional knowl