Education week 5 assignment

 

Culturally Competent Action Plan 

[WLO: 3] [CLOs: 2, 4]

Last week, you evaluated a real-life scenario for equitable care in early education, assessing Esai and Eliel’s Story. This week, in addition to assessing culturally competent care, you will create recommendations for practices and activities that promote equitable learning opportunities. The purpose of this final assignment is (a) to highlight the work you have done throughout this course and (b) create an example of how early care educators can help children and their families experience responsive interactions that activities that nurture optimal child development.

 

Preparation

Read Recommendations for Early Childhood EducatorsLinks to an external site..

Download the

Recommendations for Equity Assessment Checklist

Download Recommendations for Equity Assessment Checklist

.
 

Evaluate

Review the following video, taking notes using the Recommendations for Equity Assessment Checklist Download Recommendations for Equity Assessment Checklisttemplate looking for strengths and weaknesses in the interactions between the family and professionals:

Honoring Family Culture in Early Intervention – Part 2: Max’s StoryLinks to an external site.

 

Report Requirements

Referring to the Recommendations for Equity Assessment Checklist Download Recommendations for Equity Assessment Checklistas well as the work you have done throughout this course, write an assessment report as a paper or PowerPoint. Review the templates provided.

In your Culturally Competent Action Plan,

• Describe 3–4 diverse contextual factors that are unique to the child and their family. (200 words minimum)
• Locate one recommendation for equity in action that you witnessed and describe how the early childhood professionals provided culturally competent care. Be sure to use at least one resource or the text to support your thinking.
• Identify one recommendation that was not in the video and provide one detailed activity that the caregivers could do to ensure that they are meeting the recommendation. Be sure to use at least one resource or the text to support your thinking.
• Describe how you will keep abreast of the major research and issues around families like Max’s. Consider topics such as health challenges, school closures, and violence. (200 words minimum)
• Create one activity for Max or his older sister (who is about 6 years old) to align with one of the four goals of anti-bias instruction. Be sure to include

  the title of the activity
  the age the activity is intended for
  a description of the goal of the activity
  an explanation of the steps necessary to complete the activity
  a discussion of exactly how the activity aligns with one of the four goals of anti-bias instruction

• Give examples of three types of diverse materials you might share with Max and his family if you were able to witness him in a home setting or educational environment. Please provide images or links to specific items.
• Describe two of the potential barriers to engaging with this family and describe one solution.
• Summarize why equitable care and standards for cultural competency are a key component to quality early care and education, using at least one resource to support your thinking.

Choose one of the following options,

Paper or PDF document: 5–6 pages (not including title and reference pages) using the

Culturally Competent Action Plan paper template

Download Culturally Competent Action Plan paper template

or

Presentation: 15–18 slides with graphics (not including title and reference slides) using the

Culturally Competent Action Plan presentation template

Download Culturally Competent Action Plan presentation template

The Culturally Competent Action Plan paper or presentation

• must be formatted according to APA StyleLinks to an external site. as outlined in the Writing Center’s APA Formatting for Microsoft WordLinks to an external site. or How to Make a PowerPoint PresentationLinks to an external site. resource.
• must include a separate title page or slide with the following in title case:

  title of paper, project, etc. in bold font

  Space should appear between the title and the rest of the information on the title page.

  student’s name
  name of institution (The University of Arizona Global Campus)
  course name and number
  instructor’s name
  due date

• must use at least 5 credible sources.

  The Scholarly, Peer-Reviewed, and Other Credible SourcesLinks to an external site. table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source.
  To assist you in completing the research required for this assignment, review this Quick and Easy Library ResearchLinks to an external site. tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips.

• must document any information used from sources in APA Style as outlined in the Writing Center’s APA: Citing Within Your PaperLinks to an external site. guide.
• must include a separate references page that is formatted according to APA Style as outlined in the Writing Center. Review the APA: Formatting Your References ListLinks to an external site. resource in the Writing Center for specifications.

Observed

Recommendation

Description

Observation Notes

Uphold the unique value and dignity of each child and family.

Ensure that all children see themselves and their daily experiences, as well as the daily lives of others within and beyond their community, positively reflected in the design and implementation of pedagogy, curriculum, learning environment, interactions, and materials. Celebrate diversity by acknowledging similarities and differences and provide perspectives that recognize beauty and value across differences.

Recognize each child’s unique strengths and support the full inclusion of all children—  given differences in culture, family structure, language, racial identity, gender, abilities and disabilities, religious beliefs, or economic class.

Help children get to know, recognize, and support one another as valued members of the community. Take care that no one feels bullied, invisible, or unnoticed.

Develop trusting relationships with children and nurture relationships among them while building on their knowledge and skills.

Embrace children’s cultural experiences and the languages and customs that shape their learning. Treat each child with respect. Eliminate language or behavior that is stereotypical, demeaning, exclusionary, or judgmental.

Consider the developmental, cultural, and linguistic appropriateness of the learning environment and your teaching practices for each child.

Offer meaningful, relevant, and appropriately challenging activities across all interests and abilities. Children of all genders, with and without disabilities, should see themselves and their families, languages, and cultures regularly and meaningfully reflected in the environment and learning materials. Counter common stereotypes and misinformation. Remember that the learning environment and its materials reflect what you do and do not value by what is present and what is omitted.

Involve children, families, and the community in the design and implementation of learning activities.

Doing this builds on the funds of knowledge that children and families bring as members of their cultures and communities while also sparking children’s interest and engagement. Recognizing the community as a context for learning can model citizen engagement.

Actively promote children’s agency.

Provide each child with opportunities for rich, engaging play and opportunities to make choices in planning and carrying out activities. Use open-ended activities that encourage children to work together and solve problems to support learning across all areas of development and curriculum.

Scaffold children’s learning to achieve meaningful goals.

Set challenging but achievable goals for each child. Build on children’s strengths and interests to affirm their identities and help them gain new skills, understanding, and vocabulary. Provide supports as needed while you communicate—both verbally and nonverbally—your authentic confidence in each child’s ability to achieve these goals.

Design and implement learning activities using language(s) that the children understand.

Support the development of children’s first languages while simultaneously promoting proficiency in English. Similarly, recognize and support dialectal differences as children gain proficiency in the Standard Academic English they are expected to use in school.

Recognize and be prepared to provide different levels of support to different children depending on what they need.

For example, some children may need more attention at certain times or more support for learning particular concepts or skills. Differentiating support in a strengths-based way is the most equitable approach because it helps to meet each child’s needs.

Use multi-tiered systems of support.

Collaborate with early childhood special educators and other allied education and health professionals as needed. Facilitate each professional establishing a relationship with each child to foster success and maximize potential.

Embrace the primary role of families in children’s development and learning.

Recognize and acknowledge family members based on how families define their members and their roles. Seek  to learn about and honor each family’s child-rearing values, languages (including dialects), and culture. Gather information about the hopes and expectations families have for their children’s behavior, learning, and development so that you can support their goals.

Uphold every family’s right to make decisions for and with their children.

If a family’s desire appears to conflict with your professional knowledge or presents an ethical dilemma, work with the family to learn more, identify common goals, and strive to establish mutually acceptable strategies.

Be curious, making time to learn about the families with whom you work.

This includes learning about their languages, customs, activities, values, and beliefs so you can provide a culturally and linguistically responsive and sustaining learning environment. It requires intentionally reaching out to families who, for a range of reasons, may not initiate or respond to traditional approaches (e.g., paper and pencil/electronic surveys, invitations to open houses, parent–teacher conferences) to interact with educators.

Maintain consistently high expectations for family involvement, being open to multiple and varied forms of engagement and providing intentional and responsive support.

Ask families how they would like to be involved and what supports may be helpful. Families may face challenges (e.g., fear due to immigration status, less flexibility during the workday, child care or transportation issues) that may require a variety of approaches to building engagement. Recognize that it is your responsibility as an educator to connect with families successfully so that you can provide the most culturally and linguistically sustaining learning environment for each child.

Communicate the value of multilingualism to all families.

All children benefit from the social and cognitive advantages of multilingualism and multiliteracy. Make sure families of emergent bilinguals understand the academic benefits and the significance of supporting their child’s home language as English is introduced through the early childhood program, to ensure their children develop into fully bilingual and biliterate adults.

1

Week 5: Culturally Competent Act

i

on Plan

Student’

s

Name

UAGC

ECD

3

36: Examining Multicultural and Anti-Bias Education

Instructor’s name

Date Submitted

The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only

The title slide does not need notes.

1

Introduction

2

Previe

w

the major points of your presentation.

In the notes area, provide sufficient background on the topic and describe what will be covered in your presentation. Be concise and to the point.

Refer to the Writing Center resources on
i

ntroductions

and
w

riting a thesis

s

tatement

for guidance.

Be sure to view the

How to Make a PowerPoint Presentation

resource in the Writing Center.

Add additional slides as needed to this template.

The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only

For each slide, compose a short paragraph in the notes section that introduces each slide and expands on its content; this would be your talking points for each slide during a presentation.

2

Child & Family Context

3

In this section, describe 3-4 diverse contextual factors that are unique to the child and their family.

From Title of Image [Description], by A.A. Photographer, Year, Site Name (URL). Copyright by Name of Copyright Holder.

The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only

For each slide, compose a short paragraph in the notes section that introduces each slide and expands on its content; this would be your talking points for each slide during a presentation.

3

Strengths & Areas of Opportunity
4

In this section, describe ONE recommendation for equity you saw in action and describe how these early childhood professionals provided culturally competent care.

From Title of Image [Description], by A.A. Photographer, Year, Site Name (URL). Copyright by Name of Copyright Holder.

The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only

For each slide, compose a short paragraph in the notes section that introduces each slide and expands on its content; this would be your talking points for each slide during a presentation.

4

Strengths & Areas of Opportunity
5

Additionally, identify ONE recommendation you did not see in the video and create and provide one detailed activity that these caregivers could do to ensure that they meet the recommendation.

Be sure to use at least one resource or the text to support your thinking in this section.

From Title of Image [Description], by A.A. Photographer, Year, Site Name (URL). Copyright by Name of Copyright Holder.

Right-click
Integrating Research for guidance

on incorporating research into your writing.
Right-click
APA: Citing Within Your Paper to learn

how to cite your sources in-text.
 
 
 
 

The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only

For each slide, compose a short paragraph in the notes section that introduces each slide and expands on its content; this would be your talking points for each slide during a presentation.

5

Continuous Learning
6
In this section, describe how you will keep abreast of the major research and issues around families like Max’s. Consider topics such as health challenges, school closures, and violence.

From Title of Image [Description], by A.A. Photographer, Year, Site Name (URL). Copyright by Name of Copyright Holder.

Use evidence from the readings to support the ideas in your paragraphs.
Right-click
Quoting, Paraphrasing, & Summarizing for help.

 
 
 
 

The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only

For each slide, compose a short paragraph in the notes section that introduces each slide and expands on its content; this would be your talking points for each slide during a presentation.
6

Anti-Bias Activity & Materials
7
In this section, create one activity for Max OR his older sister (who is about 6 years old) to align with one of the Four Goals of Anti-bias Instruction. Include the following:

The title of the activity
The age the activity is intended for
A description of the purpose or goal of the activity
An explanation of the steps necessary to complete the activity
Describe exactly how the activity aligns with one of the Four Goals of Anti-Bias Instruction.

From Title of Image [Description], by A.A. Photographer, Year, Site Name (URL). Copyright by Name of Copyright Holder.

The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only

For each slide, compose a short paragraph in the notes section that introduces each slide and expands on its content; this would be your talking points for each slide during a presentation.
7

Anti-Bias Activity & Materials
8
In this section, create one activity for Max OR his older sister (who is about 6 years old) to align with one of the Four Goals of Anti-bias Instruction. Include the following:

The title of the activity.
The age the activity is intended for.
A description of the purpose or goal of the activity.
An explanation of the steps necessary to complete the activity.
Describe exactly how the activity aligns with one of the Four Goals of Anti-Bias Instruction.

From Title of Image [Description], by A.A. Photographer, Year, Site Name (URL). Copyright by Name of Copyright Holder.

The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only

For each slide, compose a short paragraph in the notes section that introduces each slide and expands on its content; this would be your talking points for each slide during a presentation.
8

Anti-Bias Activity & Materials
9
In this section, also describe three different types of diverse materials you might have to share with Max and his family if you were able to see him in an at-home setting or educational environment. Please provide images or links to specific items.

From Title of Image [Description], by A.A. Photographer, Year, Site Name (URL). Copyright by Name of Copyright Holder.

The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only

For each slide, compose a short paragraph in the notes section that introduces each slide and expands on its content; this would be your talking points for each slide during a presentation.
9

Anti-Bias Activity & Materials
10
In this section, also describe three different types of diverse materials you might have to share with Max and his family if you were able to see him in an at-home setting or educational environment. Please provide images or links to specific items.

From Title of Image [Description], by A.A. Photographer, Year, Site Name (URL). Copyright by Name of Copyright Holder.

The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only

For each slide, compose a short paragraph in the notes section that introduces each slide and expands on its content; this would be your talking points for each slide during a presentation.
10

Culturally Competent Care
11
In this section, describe one potential barrier to engaging with this family and describe one solution.

Be sure to use at least one resource to support your thinking.

From Title of Image [Description], by A.A. Photographer, Year, Site Name (URL). Copyright by Name of Copyright Holder.

The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only

For each slide, compose a short paragraph in the notes section that introduces each slide and expands on its content; this would be your talking points for each slide during a presentation.
11

Culturally Competent Care
12
In this section, describe another potential barrier to engaging with this family and describe one solution.

Be sure to use at least one resource to support your thinking.

From Title of Image [Description], by A.A. Photographer, Year, Site Name (URL). Copyright by Name of Copyright Holder.

The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only

For each slide, compose a short paragraph in the notes section that introduces each slide and expands on its content; this would be your talking points for each slide during a presentation.
12

Culturally Competent Care
13
Additionally, summarize why equitable care and standards for cultural competency are key components to quality early care and education.

Be sure to use at least one resource to support your thinking.

From Title of Image [Description], by A.A. Photographer, Year, Site Name (URL). Copyright by Name of Copyright Holder.

The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only

For each slide, compose a short paragraph in the notes section that introduces each slide and expands on its content; this would be your talking points for each slide during a presentation.
13

Conclusion
14
Your conclusion should be a summary of your presentation and should restate the main ideas.
Do not introduce new ideas in the conclusion.
View the following resource for assistance with writing
c
onclusions.

The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only

For each slide, compose a short paragraph in the notes section that introduces each slide and expands on its content; this would be your talking points for each slide during a presentation.
14

References
15
You must include a reference list with 5 or more credible sources formatted according to APA Style.
View the
APA: Formatting Your References List
resource for guidance.

The type font can be small but must be legible.
Journal article:
Author, A. A., & Author, B. B. (Date). Title of the article: Only the first word, proper nouns, acronyms, and words following a colon or dash are capitalized. Title of the Journal, volume number(issue number), XX–XX. https://doi.org/xxxxxxx or URL (if applicable)
Textbook:
Author, C.C. (Year Published). Title of the book: Only the first word, proper nouns, acronyms, and words following a colon or dash are capitalized (Edition, if other than the first). Name of Publisher. https://doi.org/xxxxxxx or URL (if applicable)
Webpage article:
Author, A. A. or Group Author. (Year, Month Day or n.d.). Title of the article: Only the first word, proper nouns, acronyms, and words following a colon or dash are capitalized. Name of Website (if different than Group Author), URL

The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only

The References slide does not need notes. Add additional reference slides as needed.

15

image7.emf

image9

1

4

Week 5: Culturally Competent Action Plan

Your Name

The University of Arizona Global Campus

ECD 336: Examining Multicultural and Antibias Education

Instructor’s Name

Due Date

Delete all “hint boxes” before submitting your assignment.

To access links in Word, right-click the link and select “Open Hyperlink.”

For help completing this assignment, review the following:

·
Add Chapter# or link here.

·
Add Chapter# or link here.

Culturally Competent Action Plan

Child & Family Context

In this section, describe 3-4 diverse contextual factors that are unique to the child and their family. (200 words)

Strengths and Areas of Opportunity

In this section, describe ONE recommendation for equity you saw in action and describe how these early childhood professionals provided culturally competent care. Additionally, identify ONE recommendation you did not see in the video and create and provide one detailed activity that these caregivers could do to ensure that they meet the recommendation. Be sure to use at least one resource or the text to support your thinking in this section.

Right-click

Integrating Research

for help.

Right-click

APA: Citing Within Your Paper

for help.

Use evidence from the readings to support the ideas in your paragraphs.

Right-click

Quoting, Paraphrasing, & Summarizing

for help.

Continuous Learning

In this section, describe how you will keep abreast of the major research and issues around families like Max’s. Consider topics such as health challenges, school closures, and violence. (200 words minimum)

Anti-Bias Activity & Materials

In this section, create one activity for Max OR his older sister (who is about 6 years old) to align with one of the Four Goals of Anti-bias Instruction.

· The title of the activity.

· The age the activity is intended for.

· A description of the purpose or goal of the activity.

· An explanation of the steps necessary to complete the activity.

· Describe exactly how the activity aligns with one of the Four Goals of Antibias Instruction

In this section, also describe three different types of diverse materials you might have to share with Max and his family if you were able to see him in an at-home setting or educational environment. Please provide images or links to specific items.

Culturally Competent Care

In this section, describe some potential barriers to engaging with this family and describe one solution. Additionally, summarize why equitable care and standards for cultural competency are key components to quality early care and education. Be sure to use at least one resource to support your thinking.

References

Include
at least 5 credible sources in your assignment. Use APA Style to format your sources on the References page. You
must include in-text citations throughout your paper to show your reader what information you used from outside sources.

APA academic journal reference entry

Author, A. A., Author, B. B., & Author, C. C. (Year). Article title. Journal Title, volume #(issue #), page range.
http://doi.org/xxx.xxx.xxx.xxx

APA webpage (with a person as author) reference entry

Author, A. A. (Year, Month Day).
Webpage title. Website Title.
http://(URL)

APA webpage (with corporate/government author) reference entry

Title of Organization. (Year, Month Day).
Webpage title. Website Title.
http://(URL)
APA etextbook reference entry

Author, A. A. (Year Published).
Title of book: Subtitle of book (edition, if other than the first). Publisher Name.
https://doi.org/xxx.xxx.xxx (ebook’s DOI, or
https://(URL) if not contained within a database and DOI is unavailable)

Right-click

APA: Formatting Your References List
for further help.

*In the final version of your assignment, be sure to remove all the hints (blue boxes) and directions within the template.