Setting Evaluation for Anti-bias and Multiculturalism
Evaluate an early childhood education environment (childcare, preschool, family childcare, personal home) for multiculturalism and anti-bias.
E= Evident
I= In-Progress
| General Environment | E | I | Comments/Observation |
| Is the learning environment hospitable? | |||
| Are there touches of softness for example, rugs and pillows in book area? | |||
| Are all of the work areas clearly defined so children can clearly make choices? | |||
| What is hanging on the walls? Does art work all look alike or, is the artwork done by the child. | |||
| What type of pictures are hanging from the walls? Are there real pictures of families and children? Does it represent diverse communities? | |||
| Library/Writing | |||
| Books that represent all types of family structures | |||
| Story books in different languages | |||
| Books without stereotypes or bias toward cultures, gender, or race | |||
| Puppets, props, games in different languages | |||
| Different mediums to use to communicate | |||
| Cooking | |||
| Cooking activities encourage children to experiment with foods that they are not familiar with | |||
| Cooking activities allow children to explore and connect between cultural heritage and the preparation in cooking and eating | |||
| Variety of kitchen props to cook by different methods | |||
| Area is labeled in many different languages and pictures | |||
| Dramatic Play | |||
| Range of clothing representing different genders, cultures, careers, etc. | |||
| Non stereotypical pictures on the walls and props in the dramatic play area | |||
| Dolls available vary in skin tones with a broad variety of racial groups | |||
| Anatomically correct dolls provided | |||
| Variety of written materials in different languages (menus, fruit, vegetables) | |||
| Blocks | |||
| Block area provides a variety of cultural groups and families configurations and international shapes | |||
| Block toys are not stereotypical with regards to gender roles | |||
| Range of different textures and sizes | |||
| Area is labeled in many different languages and with pictures | |||
| Music and Movement | |||
| A variety of musical instruments available | |||
| Age appropriate and culturally relevant music provided | |||
| Finger plays, songs and games come from a range of various cultural group in the classroom | |||
| Variety of materials to express movement through music provided | |||
| Children are encouraged to create music and props for use in the classroom | |||
| Area is labeled in many different languages and pictures | |||
| Social Studies | |||
| Children engage with materials and books that help them learn acceptance of differences with lifestyles unfamiliar to them | |||
| Books and props from many racial groups and family structures | |||
| Items gender neutral | |||
| Area is labeled in many different languages and pictures | |||
| International picture books available | |||
| Overall Programming | |||
| Are there policies in place to reflect the diverse communities and gender diversity in the U.S. society? | |||
| Is the curriculum intentional in preventing bias and honoring diverse families? | |||
| Children are offered a variety of ways of demonstrating learning through assessment | |||
| Parent involvement engages families from diverse ethnic and cultural groups in events, activities, and planning | |||
| Materials are evaluated for biases and multiculturalism | |||
| Other (to note other things from your evaluation) |
