Diversity Evaluation Activity

I did my diversity evaluation of a first grade bilingual classroom at Seabourn

Elementary School in Mesquite, Texas. Evaluating a bilingual classroom was
interesting because although it had a lot of diversity it lacked in some parts
of the checklist that was provided in this evaluation activity. This school was
a double immersion so therefore the students were taught in English one day
and Spanish the other day. When I went to evaluate the classroom, they were
playing math BINGO in Spanish. The activity was great because all the
students seemed to be enjoying the game. As I walked around observing the
classroom, I saw the classrooms library filled with multicultural books that
provided diverse. I also saw that the teacher had a rain stick by her desk.
When I asked the teacher what it was for, she responded that every time it is
time to transition to a different activity she would turn the rain stick upside
down so that the sound can let them know they are moving on to the next
activity. This instrument is definitely influencing diversity because earlier in
the year they learned about the different instruments around the world,
including the maracas she had by the reading carpet. The diversity play
environment in this classroom is also shown throughout the classroom. The
teacher provides learning opportunities in both English and Spanish, in all
major subjects like Math, Science, Language Arts and Art.
I do recommend that the classroom should provide a bit more diversity when
it comes to money. Showing the students how to count money from different
countries can open opportunities in the future. Another recommendation

would be to have a children know the different dances that are used around
the world.
I learned that cultural is very important to a classroom environment. It is also
important to seem interested in the students culture so that they know that
you care for them. I believe teachers should start gaining knowledge and
expanding their curriculum to accommodate the diversity in this country.
Get to know the customs, traditions, and values of your students; analyze
different traditions for common themes (Browne 2014). In order to be
successful multicultural educators we must educate ourselves with diverse
backgrounds. So lets get to learning and lets celebrate diversity!
(For the moment I do not have any questions or concerns for this assignment)

References: Browne, Kathryn. Gordon, Ann. 2014. Beginning and beyond:

Foundation in Early Childhood Education. 9 th ed. Washington DC: NAEYC.

Diversity in the ECE Classroom Checklist

Select Items from the ECERS (Early Childhood Environment Rating Scale)

Promoting acceptance of diversity

Books, pictures, toys, print and AV materials:

Races
Cultures
Ages
Abilities

Gender

Props:

o Dress up clothing (representing different countries and customs)

Dolls and puppets (representing people of different cultures)

o Small toy people representing various ethnic groups, for use with blocks
o Play food representing different cultures
o Cooking utensils representing different cultures
o Baby carriers from different cultures
o Play money from different countries
o Pieces of fabric or blankets typical of different cultures
o Real equipment used by people with disabilities
o Equipment for dolls representing certain disabilities
Diversity as part of daily routines:

o Ethnic foods are served often as meals or snacks

Staff use some words in different languages to talk about routines

o Music from varying cultures is used at naptime

Staff say hello or good bye in different languages

o Family traditions and utensils are provided at meals and snacks, if desired
Diversity as part of play activities:

o Cooking activities, foods representative of other cultures are prepared by children

Bingo is played in different languages

o Children regularly dance to music from various cultures

o Art materials and activities associated with different cultures are used colored
o sands for sand paintings, clay for making pottery, origami paper folding activities

 Musical instruments representing various cultures

o Children celebrate winter holiday of many different cultures

o People come in to teach children folk songs of different countries
o Children learn dances from different countries
o Children see a video of games children play in other countries

IMPORTANT:
2 or more different races, cultures, and ethnic groups are represented
Presence of diversity must be in classroom and obvious
All categories of diversity listed need to be included to some degree
Activities are done with children at least 4 times a year

Books and Pictures

A wide selection of:

Fantasy
Factual Information
Stories about People
Stories about Animals
Nature/science
Different races and cultures
Different abilities

Additional language materials used daily to encourage children to communicate

Posters and pictures

o Flannel board stories in book area

Picture card games

o Recorded stories and songs

o Listening center with CD / tape player
o Puppets in book area

o Small figures in block area

o Animals in block area
o Telephones
o Dramatic play props
o Dolls

IMPORTANT:
A wide selection of books (3-4 examples of each type), rotated to maintain interest with
at least 3 relating to current theme, are organized in a reading center and are accessible
for a substantial portion of the day. (At least 20 books for a group of 15 children plus
one extra for each additional child)
Books, materials, and activities do not show violence in a graphic way and are
appropriate for children in the group.
Book should include simpler books for younger children, large print books for visually
impaired, books in the primary language of children, rhyming games for older children.
Staff reads books to children informally daily. (During free play, at nap time, as an
extension of an activity)