Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?

1. Breck School
Rosetta Eun Ryong Lee
Seattle Girls’ School
Inclusion in the Early Years:
Why, What, and How
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

2. Agenda
 Cultural Competency
 Increasing Inclusivity
 Working With Young Children
 Questions and Answers
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

3. Dimensions of Identity and Culture
This model of identifiers and culture was created by Karen Bradberry and Johnnie Foreman for NAIS Summer Diversity Institute,
adapted from Loden and Rosener’s Workforce America! (1991) and from Diverse Teams at Work, Gardenswartz & Rowe (SHRM 2003).
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

4. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
The Jones Model of Cultural Competence
Cultural Self-
Awareness
Cultural
Intelligence
Cross-Cultural
Effectiveness
Skills
Countering
Oppression
through
Inclusion

5. Developmentally Appropriate
Diversity Work
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

6. Timeline for Early Awareness of
Difference and Oppression
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Age Signs
6 months Can discern racial feature differences
3 years Awareness of own and others’ gender.
Beginning awareness of gender roles
5 years Desire to categorize – self, others
Curiosity about meaning of differences
Aware of biases
7 years Can regulate biases versus behaviors
Starting to parrot adult messages
3rd grade Are aware of societal stereotypes
5th grade Have internalized stereotypical messages

7. When They’re Little
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Theme: Trying to Understand the World
 Curiosity based questions about difference
 Find out what they’re actually asking
 Find out why they’re asking
 Answer their questions straightforwardly
 Model and coach humility, delight, and
curiosity about difference
 Be mindful of children’s media – it’s not
always good for kids

8. Curricular Approaches
 Exposure Base
 Allowing Questions
 Gentle Guidance
 Modeling Comfort With Discussions
 Expanding Definition of What’s Possible
 Fairness, Kindness, and Rightness
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

9. Examples
 The Black Santa Story
 The Jackie Robinson Story
 What Makes a Family?
 Alternate Fairy Tales
 Dress-Up Corner
 Guest Speakers That Defy Stereotypes
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

10. Parents: Partners or Foes?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

11. What Parents Fear and
What We Can Do About It
 “I didn’t know about this stuff…”
 “I don’t have any language around this…”
 “I want to protect their innocence…”
 “Are you teaching my kids values?”
 “I don’t want my kid to feel spotlighted…”
 Heads Up Communication
 Resources and Language
 Clear Reiteration of Mission and Values
 Research and Your Expertise
 Explicit Communication of Parents’ Roles
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

12. Stretching the Inclusive Boundaries
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

13. Presenter Information
Rosetta Eun Ryong Lee
6th Faculty and
Professional Outreach
Seattle Girls’ School
2706 S Jackson Street
Seattle WA 98144
(206) 805-6562
rlee@seattlegirlsschool.org
http://tiny.cc/rosettalee
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)