Multicultural Theme Unit

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Multicultural Theme Unit Children are mindful of differences in color, language, gender, and physical ability at a very young age. Various research studies about the process of identity and attitude development determine that children learn by observing the differences and similarities among people and by taking in the spoken and unspoken messages about those differences. The biases and negative stereotypes about different aspects of human diversity established in our society undercut all children's healthy development and ill-equip them to interact effectively with many people in the world. Subsequently, anti-bias curriculum seeks to foster the development of every child's fullest potential by actively addressing issues of diversity and fairness in the classroom. Certain curriculum goals of anti-bias curriculum are to foster each child's: *building of a well-informed, confident self-identity; *comfortable, empathic interaction with people from diverse backgrounds; *critical thinking about bias; * capability to stand up for themselves and for others in the face of unfairness. A belief in the importance of human diversity and the fair treatment of all people is a must for doing anti-bias work. When teachers become dedicated to learning how to implement anti-bias courses in their settings, they seem to go through four identifiable stages. ESTABLISHING THE ENVIRONMENT Stage one includes teachers raising their own consciousness of anti-bias matters related to themselves, their program, and the children in their care. A support group is vital for this method. Cooperative learning is the best technique for increasing anti-bias awareness and understanding. Everyone needs the diverse viewpoints and honest feedback of colleagues to develop new awareness and teaching practices. Support group members may be other staff, parents, or early childhood teachers who
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