Diversity And Equality In ECCE

International research evidence confirms the importance of addressing the issues of diversity and equality in ECCE (Woodhead & Brooker 2008; Mac Naughton 2003, cited in Mhic Mhatuna & Taylor 2012, p. 279). This assignment will critically compare and contrast the multicultural and anti-bias approaches, additionally, it will explore how research and children’s funds of knowledge influence how diversity is addressed in ECCE.

The multicultural approach initiated in the 1960’s in the UK to support inclusion of new immigrant communities. This approach acknowledges the ne ed for recognition and celebration of different cultures, with a focus on ‘cultural diversity’, specifically the minority culture. Using a touristic approach, in which cultural

Each child that attends an ECCE setting has their own funds of knowledge, such as particular things they’re interested in, their language, background etc. According to Derman-Sparks (1998 cited in Mhic Mhatuna & Taylor 2012, p. 284) the most important thing we bring to our practice is ‘who we are’, this applies to both practitioners and children, and is something that is often overlooked (Murray & Urban 2010). In a multicultural service, festivals are celebrated based on a general idea of the child, but it does not consider that not all children from that associated group would celebrate such a festival. In contrast, in the anti-bias approach, the first teaching principle is that ‘content must come from children’s daily lives, their experiences at home, in the community etc.- linking in directly with ‘children’s funds of knowledge’. This also relates to principle two that whatever practitioners do must be ‘culturally authentic and appropriate to a culture’. Hence, when learning incorporates topics central to children’s lives they become more confident and engaged as it’s of interest to them. Taking the children’s funds of knowledge on board bridges the chasm between the household and school, the reciprocal relationships between parents and teachers and the

19). Many adults working with children don’t feel the need to address diversity issues as they believe children don’t notice difference. Contrary to this belief that children are innocent blank slates, from a very young age children are learning from what and who is around them, their experiences and socialisation (Siraj-Blatchford 1999, p.4). Young children develop pre-prejudice as they absorb negative attitudes, misinformation, and stereotypes about various aspects of human diversity (Derman-Sparks & Edwards 2010, p.14). There is a significant amount of evidence showing that young children do notice difference, and carry meaning with them (Katz 1976; Milner 1983; Henshall & McGuire 1986; Aboud 1988; Ramsey & Myers 1990; Palmer 1990, cited in Creaser & Dau 1995, p.1). This has been demonstrated across numerous studies (i.e. Goodman 1970; Glover 1991; Milner 1983; Wilson 1987 etc.). This is extremely evident, even from my own experience, children had asked me on numerous occasions what am I wearing on my head, and why am I wearing it, they have asked very detailed questions some even critical, as a 3 year old girl had asked to see my hair, and once she did, she had said ‘so now that I have seen your hair, you can take your scarf off”. Children notice difference from wearing glasses, to having braces. Moreover, a common stereotype about Muslim