If the whole world were like the Aiken Village Preschool

Valuing diversity in early childhood settings

By the third year of life, most children are aware of color, language, culture, gender, and physical differences. They also show signs of being influenced by societal norms and biases, and may exhibit "pre-prejudiced" behaviors.

To avoid early learning of negative biases and prejudices, we must begin in early childhood settings to accept and value each other's diversities. Because young children are naturally curious about their similarities and differences, early childhood educators have wonderful opportunities to create learning experiences that value diversity in everyday events and activities that relate to children's lives at home and at play.

Grounded in reality, such activities help young children to realize that people are more alike than different and that cultural differences help accommodate the same needs. A child who associates with children who speak other languages, who worship in other ways, whose skin is a different color, and whose behavior suggests different upbringing learns about the basic similarities of all people--and can understand and appreciate their fascinating differences. In early childhood settings, educators, parents, and children can work together to heighten sensitivity, knowledge, and understanding of ethnic, cultural, and language differences.

One such early childhood setting that is increasingly successful in its diversity valuing efforts is Aiken Village Preschool at Mississippi State. Aiken Village Preschool is a textbook example of a real preschool setting in which teachers, parents, and children with different backgrounds learn about one another.

This is especially important to international families coming to the United States to continue their education. For families suddenly immersed in an alien culture, Aiken Village Preschool helps to create a lasting link of understanding through the common factor of children.

Successful efforts are based on four accepted ways to learn about other cultures: studying and reading about the culture; talking and working with individuals from the culture who can act as guides or mediators; participating in the daily life of the culture; and learning the language of the culture.

Aiken Village Preschool evidences these principles in practice, prompting those who are a part of the experience to wonder how much better our present and future might be 'if the whole world were like Aiken Village Preschool.'

Newcomers to the preschool usually are first impressed with the diverse ethnic, cultural, and language backgrounds of the children there. Parents of the preschoolers are university students, faculty and staff members, and townspeople. The economic status of the families is varied. Many of the children are American born and speak English as their native language. Several are American born of international parents, speaking their family's native language and English with varying degrees of fluency. More often--and more challenging to all involved--are the preschoolers who have recently arrived in the U.S. with their families and have little or no understanding of the English language or American culture.

Observing the children as they work and play is as enjoyable as a mini world tour. However, it soon becomes apparent to the mesmerized newcomer that the differing languages, clothing styles, and skin tones of the children, staff, and families are but diverse parts of an interactive and unified experience. Some of this experience involves the preschool's daily routines and activities that are quite similar to those in any quality early childhood program. The children work and play individually and together as they learn, create, read, talk, sing, dance, run, laugh, and cry--as is typical of most three- to five-year-olds. Yet it is out of these commonly shared, everyday routines that the staff, children, and parents create an extraordinary environment.

Although 'tourist' type activities such as exploring other countries or cultures are sometimes part of the program, much attention also is given to pointing out and discussing 'people' differences and similarities as learning opportunities occur. Toys, materials, and displays reflecting the various cultures also are used routinely and informally.

Because English is the only language spoken by the staff in this American preschool setting, English words and materials are prevalent. However, labels in other languages are affixed to objects such as restroom doors, tables, chairs, etc. This provides all the children with an awareness of language in printed form, and contributes to an understanding of how we share common objects even though we call them by different names.

There is no formal method of teaching English to the international children at the preschool, nor is the use of English insisted upon. Children simply are immersed in the non-threatening environment and are encouraged to learn and play there according to their abilities and interests. It is amazing how quickly English skills appear and improve, even for those children who already were speaking English. For those beginning to learn English, children and families are conversationally instructed and supported in their language skills. But they also are encouraged to speak in their native tongue when more comfortable doing so.

Perhaps the most interesting observations to be made at Aiken Village Preschool come not from the environmental preparations, staff attitudes, routines, or activities, but from the actions of the children themselves. Newcomers to the preschool often are uncertain, fearful, and even emotionally distraught. However, they always are received by the other children with empathy and cheerful acceptance. Any suspicion, fear, or preconceived beliefs are casually and honestly dealt with. Natural curiosity is quickly satisfied with answers to a few simple questions such as, "Where is he from?", "How old is she?", and "Does he speak English or what?"

The newcomer's name is tried out a few times, offers to be a special friend and helper are extended and accepted, and they're all off to activities more interesting and worthwhile than regarding someone as new or different. How satisfying it is to watch two young children who do not speak the same language laughing with one another and chattering in separate languages as they share the same book or build a tower together.

The parents are sometimes another story. Many parents--especially international parents--feel uncomfortable expressing concerns or criticisms to the preschool staff for fear of appearing to question or undermine their authority. However, as efforts are made to know and understand each other for the benefit of the children, most parents feel welcomed and encouraged to take part in the preschool experience.

The staff explains American customs as well as educational and developmental practices, and offer parenting tips and support in newsletters, conferences, and one-to-one conversations. Understanding, acceptance, and incorporation of each family's own culture into the preschool setting is encouraged as much as possible.

As a result, families become supportive of the preschool. In addition to the intellectual and physical skills their children are acquiring, parents are especially pleased by the social and emotional skills that their children develop.

It requires a flexible mind, an open heart, and a willingness to accept alternative perspectives to achieve true understanding of others. Children who have learned that people of all races and cultures have high ambitions and feel strongly about the quality of life have available to them many points of reference when they encounter new or unsettling situations. Such children are able to incorporate the basics of an open, flexible, diversity valuing approach to life.

We all play, smile, laugh, cry, and love in the same ways, and these principles are the foundation of early childhood education at Aiken Village Preschool.

Tamar M. Burrell is director of Aiken Village and recently completed a master's degree in early childhood education.

Esther H. Egley is an associate professor of curriculum and instruction at Mississippi State.