Planning Developmentally Appropriate ECCE Curriculum: Appreciating Diversity

Glide to success with Doorsteptutor material for GATE : fully solved questions with step-by-step explanation- practice your way to success.

Download PDF of This Page (Size: 264K)

Appreciating Diversity and Planning an Inclusive Preschool

In ECCE centers or programmes often, despite being accessible to children, there is a mixed composition of children with multiple home language backgrounds, children following different religions, socio-economic conditions, urban-rural differences, quality of schooling or lack of it, diverse socio-cultural practices and food habits and so on.

Appreciating Diversity

Appreciating Diversity

  • Gender is also a significant issue as girls and boys are treated quite differently in most social structures. Boys get more privileges and girls are often neglected. At the center, one must ensure that there is no discrimination. Each child enters the school with different experiences and expectations.

  • Hence, children need to feel that each one of them, their homes, communities, languages and cultures are valuable, and their diverse capabilities are accepted; that all of them have the ability and the right to learn and to access knowledge and skills.

  • Diversity refers to the range of similarities and differences among children, staff and families in an ECCE programme and community. It includes race, culture, abilities, gender and age.

  • For the early learning and childcare experiences, it is important to recognize and respect diversity. This enhances each child’s social and emotional well-being and promotes caring, cooperative and equitable interactions with others. Each child must feel a sense of belonging and feel positive about his or her own identity. When home and school cultures differ, it is important to resolve these cultural conflicts in a mutually respectable way.

  • Inclusive practices are intended to identify and remove barriers to full acceptance, participation and learning for all children. Inclusion recognizes that many challenges associated with disability are embedded in socio-cultural attitudes and practices.

  • Inclusion does not entail a one size fits all mainstream approach, but seeks to recognize and respond to diversity, without isolating children with special needs and removing them from everyday activities. Inclusive practices allow teachers to support individual needs within the regular context.

Developed by: