Physical Environments, Materials, And Resources – Supporting Staff

Physical Environments, Materials, And Resources – Supporting Staff

This section or excerpt of the Cultural and Linguistic Competence Self-Assessment for Early Head Start and Head Start Program Administrators requires administrators to explore the ways in which they support the development of a physical environment that is welcoming and reflective of the young children, and families served within the program. This section also assess whether or not administrators assist staff and consultants to design a center environment that is culturally and linguistically responsive to the children, families and community served.

Please select A, B, or C for each of the items presented in this checklist

  • A = Things I do frequently
  • B = Things I do occasionally
  • C = Things I do rarely or never

In our Head Start or Early Head Start program:

A B C 1. I encourage all staff and consultants to hang pictures, posters and other materials that reflect the cultures and ethnic backgrounds of children and families we serve.
A B C 2. I encourage all staff to include materials for the dramatic play/housekeeping area that represent different cultures (including dolls, clothing, cooking utensils, household articles, furniture, and other items).
A B C 3. I support all staff in including pictures and storybooks in the book/literacy area, that show the different cultures of children and families served.
A B C 4. I assist staff to include toys and other play items that represent the various cultural and ethnic groups in my community and the society in general.
A B C 5. I encourage staff to read a variety of books to children to expose them to various life experiences of people from ethnic and cultural groups other than their own.
A B C 6. I encourage staff to provide opportunities for children and their families to create their own books and include them among the resources and materials in the classroom.
A B C 7. I encourage staff to provide opportunities for children and their families to share experiences through storytelling, puppets, or other props to support the “story telling tradition” common among many cultures.
A B C 8. I support teachers to plan trips and community outings to places where children and their families can learn about their own cultural or ethnic history as well as the history of others.
A B C 9. I assist staff to select videos, films, or other media resources that reflect diverse cultures to share with children and families served in our program.
A B C 10. I encourage staff to play a variety of music and introduce musical instruments from many cultures.
A B C 11. I encourage staff to ensure that meals provided reflect the cultural and ethnic backgrounds of children and families served.
A B C 12. I encourage staff to provide opportunities for children to prepare and/or sample foods typically served by different cultural and ethnic groups.
A B C 13. I encourage all staff and consultants to create an environment that reflects the cultural diversity within the society at large even if the children and families in our program are of the same cultural or ethnic group.
A B C 14. I support staff to ensure that curricula include holidays that are unique to the culturally diverse children and families served in my program.

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This product was developed [in part] under grant number 1H79SM082070-01 from the Substance Abuse and Mental Health Services Administration (SAMHSA), U.S. Department of Health and Human Services (HHS). The views, policies and opinions expressed are those of the authors and do not necessarily reflect those of SAMHSA or HHS.