Honoring Diversity Checklist

Honoring Diversity in Early learning environments
Art Area
Paint available in many textures and colours, skin colours
Crayons in different thicknesses for varying skills
Crayons, markers, pencils in many colours, skin colours
Art materials representing the arts and crafts of community
Collage materials representing materials from the community
Opportunities to participate at various skill levels
Materials available that can be taken in by all the senses
Opportunities to use materials in open ended ways
Opportunities to make choices over the use of the materials
Materials reflect the changing needs of the community
Support children and demonstrate positive interactions
Initiate and respond to childrens messages
Model use of the materials
Materials are used in non-stereotypical ways
Support inclusion and adapt to meet needs of individual child
Support opportunities for self expression and self discovery
Opportunities for incorporating experiences of the children
Opportunities to listen, participate and respond
Opportunities to explore functions and features of materials
Flexibility to allow children to reach comfort zone
Atmosphere is pleasant, non-threatening, and talk-friendly
Materials are plentiful with minimal use of food items
Opportunities to participate through observation
Opportunities to progress at own pace
Opportunities to display and talk about materials
Antibiasportfolio/Alka Burman/ burmana@peelregion.ca
YES
NO
Honoring Diversity in Early Learning Environments

Block Area
Toy people are multiracial and without sex role stereotyping
Toy people are representative of variety of abilities
Toy people are in clothing that are non stereotypical
Animal figures simulate those found in community
Animal figures simulate domestic as well as wild
Toy vehicles are familiar to the classroom community
Building Materials are familiar to the classroom community
Building materials are available in many textures, and colours
Good combination of natural and man made materials
Materials are found in the community
Materials can be manipulated with all the senses
Model and use the materials
Supports inclusion and are adaptable to the needs of child
Supports opportunities for self expression and self discovery
Opportunities for incorporating experiences of the children
Opportunities to explore funcations and features of materials

Materials have been brought in from the community
Opportunities to interact with materials in different ways
Opportunities to discuss projects and display projects
Antibiasportfolio/AlkaBurman/burmana@peelregion.ca
YES NO
Honoring Diversity in Early Learning Materials

Book Area
Book supports and enhances childs basic vocabulary
Books portray ideas and characters that are non stereotypical in nature
Assortment of books including rhyming, wordless, and fantasy
Books depicting themes to familiar to the classroom community
Books representative of different beliefs and ideas
Books portray characters with different abilities
Books portray characters with different lifestyles and living styles
Books portray language either Visual, Braille, tape story, textures
Books available in languages familiar to the classroom community
Books portray different family forms
Book area supports opportunities for adult child interaction
Books are plentiful and in good condition
Books are available in other languages (dual language books)
Illustrations that are natural and depict cultures in a respectful way
Content is inclusive
Opportunities for reflection, prediction, and response to story
Opportunities to participate at all skill levels
Opportunities to make their own choices over books being read
Opportunities for child storytelling
Assortment of child made books and photo albums with words
Materials on shelf are easily accessible to all children
Opportunities to support self expression and interpretation of stories
Books reflect a variety of experiences from the classroom community
Adults model use of the books
Opportunities for spontaneous reading experiences
Books portray children and adults with various abilities
Books depict a variety of racial, ethnic, cultural groups
Books portray rural as well as well as modern lifestyles
Antibiasportfolio/Alka Burman/burmana@peelregion.ca
YES
NO

Toy Area
Puzzles reflect community atmospheres (rural and urban)
Puzzles represent occupations of parents and community members
Toy figures, puzzles etc. depict non stereotypical multiracial people
Toy figures, puzzles etc. depict people of various abilities
Toy figures, puzzles etc. avoid sex-role stereotyping
Opportunities for modeling with the materials takes place
Children can progress with materials at their own pace
Children can save their work and continue later
Opportunities to participate at all skill levels
Materials are multisensory in nature
Supports inclusion and adapts to meet needs of individual child
Opportunities to make choices over play
Opportunities to listen, participate, and respond
Children given time to reach comfort zone
Atmosphere is pleasant, non-threatening, and talk friendly
Children can incorporate own experiences into play
Childrens work is on display
There are opportunities to participate through observation
Materials are a combination of man made and natural
Manipulative activities which include beading, weaving, and others
Materials are incorporated from the classroom community
Opportunities to build upon childrens interests
Opportunities for self directed and independent exploration
Opportunities to collaborate and problem solve
YES
NO

House Area
Multiracial dolls with non-stereotypical and appropriate features
Contents and arrangement of house area is open ended and changing
Materials are suitable to be used by a variety of ages, abilities
Dolls avoid gender stereotypes
Photographs and albums of the children are included in the area
Kitchen utensils, empty food containers reflect classroom community
Dress up clothes are reflective of the community
Opportunities for families to share and bring in materials
Other materials that children are interested in adding
Opportunities for self directed play are provided
Opportunities for interaction and problem solving are provided
Atmosphere is pleasant and talk friendly
Adult is available to support child directed play
Materials can be used in open ended ways
Flexibility to allow children to reach their comfort zone
Opportunities to incorporate childs personal experiences
Materials are plentiful with minimal use of real food items
Supports Peer interactions
Support children, individually and in groups to express ideas
Inclusive environment adapts to meet the needs of each child
Area is responsive in nature, changes according to childs plan
YES
NO

Music and Movement Area
Music is representative of the classroom community
Instruments are representative of the classroom community
Children have made instruments and included in the area
Variety of textures and materials have been used to make the instruments
Children are free to bring in materials of their own choice to make sounds
Movement experiences reflective of classroom community
Childs music from home is incorporated
Movement games from classroom community are incorporated
Rhymes are shared from the classroom community
Children have the opportunity to sing songs in their own language
Opportunities to listen using headphones
Opportunities for child to share music he has brought in
Opportunities to participate at various skill levels
Support opportunities for self expression and self discovery
Materials are a good mix of natural and man made products
Opportunities to make choices over the materials
Opportunities to incorporate the experiences of the children
Model the use of the materials
YES
NO

Outdoor Area
YES
Staff create a visual environment that supports diversity
Photographs of families from the centre are on display
Photographs of staff from the centre are on display
Staff reflect diverse images of family composition
Rural and Urban is reflected in images and materials
Age is reflected in images and materials
Ethnicity is reflected in images and materials
Physical ability is reflected in images and materials
Males and females are seen doing a variety of activities
Non stereotypical play is promoted on playground
Staff support children and demonstrate positive interactions
Art materials are available at many textures and colours
Outdoor Materials are representative of childrens interests
Outdoor materials represent interests of classroom community
Materials can be used at various skill levels
Opportunities to make choices over the use of materials
Opportunities for multisensory play
Activities are set up in an accessible manner
Staff initiate and respond to childrens messages
Staff model use of the materials
Opportunities for incorporating experiences of children
Area supports inclusion and is adaptive to meet needs of child
Flexibility to allow children to reach comfort zone
AntiBiasPortfolio/AlkaBurman/burmana@peelregion.ca
NO

Community Collaboration
Staff consider the intended audience
Staff make certain that families are included in processes
Staff are aware of family values, beliefs, and practices
All Practices respect family values, beliefs, and practices
Policies respect family values, beliefs, and practices
All communication is presented in a clear fashion
Staff are open to collaboration and listen to families
Format of information is appropriate for audience
Communication with families is adequate and easy to follow
Staff allow opportunities for parental involvement
Centre is welcoming and families feel comfortable to share
Ideas are exchanged between the families and staff
All graphics, illustrations, and photographs are inclusive
All graphics, illustrations, and photographs are anti bias
All images displayed in the centre are non stereotypical
Only reputable translation services are used
Print material is available in other languages on request
Policy and handbook available in other languages on request
Forms are available in other languages on request
Families are given opportunity to participate and observe
Families are given notice of changes effecting child
Families are given time to reach comfort zone with program
Families are welcomed into program
Families are given the opportunity to participate in program
Staff inquire and gather information in a respectful way
Staff listen, participate and respond to families
Environment is inclusive to all families
Families are able to progress at their own pace with program
Materials on display are representative of the community
Families are given many opportunities to collaborate
AntiBiasPortfolio/AlkaBurman/burmana@peelregion.ca
YES
NO

Honoring Diversity Checklist

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Honoring Diversity Checklist

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Honoring Diversity in Early learning environments

Honoring Diversity in Early Learning Environments

Opportunities to progress at own pace

Honoring Diversity in Early Learning Materials

Honoring Diversity in Early Learning Materials

Honoring Diversity in Early Learning Materials

Honoring Diversity in Early Learning Materials

Honoring Diversity in Early Learning Materials

Honoring Diversity in Early Learning Materials

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