[Anj Hampton]

Chapter 110-300 WAC.
It is important to consider the uniqueness of both family home and center early learning settings. The school setting should reflect cultural diversity and inclusion. The environment should consider the safety and health of the child’s surroundings, since this impacts development and success.

[Christina Rachelle Fiant]

It said to use the Foundational Quality Standards for Early Learning Guidebook to answer the two questions:

1. Which WACs address diversity and collaboration with families?
2. What big messages do the WACs give regarding diversity and collaboration?

However, most of this guidebook doesn’t talk about the WACs themselves, I had a very hard time finding any answers in reading it or how it really helps with the WACs as most of it talks about the whole process from the Early Start Act in 2015 to developing with public/community input from stakeholders/providers/representatives to the final drafting of alignment and implementing of updated rules and regulations. Section 1 and most of section 3 and 4, the resources section talks about this. Section 2 delves into Navigating the breakdown and sections of the WACs, the way the WACs are used and how early learning programs would have to demonstrate them, Intent, Waivers and the individual role changes and training for Professional Development and Training, but not much on what the WACs themselves are saying. This document was confusing and it was frustrating that it didn’t answer the questions at all, but at least I read and understand better the history and original implementation of updated rules at large.

One thing it did say in the process for developing the new Rules and Regulations for DCYF was in regards to one of the rounds having a focus on diversity:

“Another round of community input was held in 2016, involving 23 meetings and 467 stakeholders
representing all types of early learning providers and a wide variety of racial, ethnic, cultural, refugee and
immigrant, income, and linguistic communities. The communities represented in these meetings included,
but are not limited to: Native American, African-American, Hispanic/Latino, Asian, Yakama Nation, East
African, Filipino, Spanish-speaking, Somali-speaking, Oromo-speaking and Russian-speaking. The
meetings were convened by the state’s 10 Early Learning Regional Coalitions, and they had a particular
focus on racial equity and cultural humility.”

And the Negotiated Rulemaking (NRM) teams streamlined previous core principles including one on equity that says “Equity: the regulations set equitable standards
and acknowledge diversity and individuality of
programming.”

If I just go to the WACs themselves, the ones I can see so far that pertain to diversity and collaboration with families are:

WAC 110-300-0030, Nondiscrimination; WAC 110-300-0065, School readiness and family engagement activities; 110-300-0085, Family partnerships and communication; 110-300-0160, Promoting acceptance of diversity; WAC 110-300-0300, Individual care plan; 110-300-0305 Curriculum philosophy and planning; 110-300-0315, Language modeling and reasoning; 110-300-0310, Concept development and feedback quality; 110-300-0320, Facilitating child interests, learning, perspective, and productivity; and 110-300-0325, Creating a climate for healthy child development.

I’m sure there are other areas with reference to diversity and respecting family involvement.

I think the main messages the WACs are giving regarding diversity and collaboration are:

Early learning programs are places of public accommodation that must not discriminate, whether in employment practices or in the classroom based on various identity and cultural or belief statuses.

We need to engage ALL families, of various backgrounds, and provide them the best resource materials to help their children succeed.

Early learning providers must communicate with families to identify individual children’s developmental goals and must make attempts to obtain information from each child’s family about that child’s developmental, behavioral, health, linguistic, cultural, social, and other relevant information to best help all families.

Early learning providers must provide culturally and racially diverse learning opportunities that represent all children, families, and staff. This is demonstrated through curriculum that meets cultural, dual language learner, and special needs of children in care and developmentally and culturally responsive activities and materials. A variety of teaching strategies (different techniques, curricula, or styles) and materials to address different learning styles, abilities, developmental levels, and temperaments should be applied to reach all children.

Overall, early learning providers need to adopt an attitude of cultural humility and a desire to see all children and families get the education, care, and resources they need to thrive.

[Trainer]

Christina, your detailed analysis of the guidebook’s content and the specific WACs related to diversity and collaboration in the early childhood setting is insightful and informative. Great effort!

[Zemzem Ahmed]

WAC 110-300-0160: Promoting Acceptance of Diversity: This section emphasizes that an early learning provider must provide culturally and racially diverse learning opportunities. The provider’s curriculum, activities, and materials should represent all children, families, and staff. The provider must use equipment and materials that include diverse dolls, books, pictures, games, or materials that do not reinforce stereotypes, diverse music from many cultures in children’s primary languages, and a balance of different ethnic and cultural groups, ages, abilities, family styles, and genders. The WACs emphasize the importance of promoting acceptance of diversity in early learning programs. They stress the need for providing culturally and racially diverse learning opportunities and ensuring that the provider’s curriculum, activities, and materials represent all children, families, and staff.

[Trainer]

Zemzem, you provided a comprehensive summary of WAC 110-300-0160, highlighting the importance of promoting acceptance of diversity in early learning settings. Great job!

[Anna N.]

1. Which WACs address diversity and collaboration with families? The WAC that addresses diversity is 110-300-0160, Promoting acceptance of diversity. The WAC that a addresses collaboration with family is 110-300-0085, Family partnerships and communication.
2. What big messages do the WACs give regarding diversity and collaboration? The big message from the WACs regarding diversity is that a learning provider should provide means opportunities for children that are culturally and racially diverse so that the children feel acceptance. Materials and equipment to do so, that represent all children, families and staff, would include, diverse music and dolls, books, pictures, games, or materials that stray away from reinforcing stereotypes. There should be a balance between different ethic and culture groups, including ages, abilities, genders, and family styles. Bias behavior displayed by children or adults should be intervened in an appropriate manner. Furthermore, families are the primary educators of children. Providers must comminate with families to learn and identify a child developmental goals. Along with obtain information from the child’s family about the child’s development, behavior, health, cultural, social, linguistics, and any other relevant or beneficial information. Also, the early learning provider must determine how a program can be best utilized and or accommodated for children’s individual characteristics, strengths and needs, along with anything else that may be relevant to the child’s development and growth.

[Autumn Canfield]

The WAC that addresses diversity and collaboration with families is WAC -110-300-0030. The WACS state that early learning programs cannot discriminate based on race, color national origin, sex etc, they have to comply with the requirements of the WLAD, and they have to have a written nondiscrimination policy addressing at least the factors listed in subsection 1 of the WAC. WAC 110-300-0085 talks about family partnerships and communication. This WAC states the early learning provider must communicate with families to identify individual children’s developmental goals.

[Trainer]

Autumn, you’ve provided insightful information on WACs addressing diversity and collaboration. It’s crucial for educators to comply and communicate effectively with families. Well done!

[Sanayah]

1. Which WACs address diversity and collaboration with families?
2. What big messages do the WACs give regarding diversity and collaboration?

WAC Chapter 110-300.

The big messages are to value other cultures and to be open to everyone no matter their race, religion, ethnicity, etc.

[Trainer]

Sanayah, great insight into the WACs addressing diversity and collaboration. It’s important to value other cultures and be open to everyone. Well done!

[Laysha]

1. the WAC’s that talk about family diversity and collaboration are: 110-300-0055, 0080, & 0085.

2. The WAC’s explain that confident, caring and communicative interactions are the most important. Verbal, physical, and emotional connections will make parents enjoy drops off with you.

[Emma]

WAC 110-300-0030 Nondiscrimination. This WAC specifically addresses the importance of diversity and who should be welcomed and treated equally. Not doing so is legally punishable. Having this codified emphasizes that diversity and inclusion isn’t just a personal choice or opinion, but on level with human rights.

[Breeana]

WAC <chrome_annotation data-index=”14″ data-data=”a03d3c28-5c22-446a-858d-99803a49a44c” data-annotation=”110-300-0160″ data-type=”PHONE_NUMBER” role=”link”>110-300-0160 states that every professional should provide learning opportunities for all children doesn’t matter where they’re coming from, or what language they speak, it should all be culturally appropriate for each child’s needs, we can all learn together better. </chrome_annotation>

[Trainer]

Breeana, I appreciate your perspective on providing culturally appropriate learning opportunities for all children. Collaboration and diversity are essential for inclusive early childhood education.

[Tania Flores]

1.The WACs that address diversity and collaboration with families is <em style=”background-color: var(–bb-content-background-color); font-family: inherit; font-size: inherit; color: var(–bb-body-text-color);”>WACs 110-300-0160.

2.The early learning provider must provide culturally and racially diverse learning opportunities.Being appropriate and respectful about diversity when it comes to other children, families, and staff.

[Logan J]

1. WAC 110-300-0160

“An early learning provider must provide culturally and racially diverse learning opportunities. Diverse learning opportunities must be demonstrated by the provider’s curriculum, activities, and materials that represent all children, families, and staff.”

The WAC states that providers must equipment and materials that represent all children, family, and staff. You must also intervene appropriately to stop biased behavior from children or adults. This includes refusing to ignore biases.

[Trainer]

Logan, well-articulated response citing WAC 110-300-0160 emphasizing the importance of culturally diverse learning opportunities and addressing biased behavior in the classroom. Great insights!

[Ivonne Gonzalez]

1. WAC 110-300-0160

Promoting acceptance of diversity.

2. The WACs emphasize the importance of uniqueness. It is necessary to celebrate and accept the difference between all of us and it starts from a young age. Being respectful and inclusive is a great way to make families and children feel welcome. Feeling confident in who they are helps them thrive in and out of the classroom.

[Alana Clay]

1. WAC 110-300-0160

2. To provide comfortable and diverse learning space for all children of all ethnic groups and ages. It is also a childcare providers responsibility to correct any biased and inappropriate behavior, as well as teach and educate children as well as adults

[Trainer]

Alana, your points on creating a diverse learning space and addressing biased behavior are crucial for an inclusive early childhood classroom. Well articulated!

[Meagan Roe]

WAC 110-300-0160

Diverse learning opportunities must be demonstrated by the provider’s curriculum, activities, and materials that represent all children, families, and staff. For example, diverse toys, music, Refusing to ignore bias and being sure not to have any materials that enforce stereotypes.

[Graci]

1. WACs such as 110-300-0160 address diversity and collaboration with families.

2. The big message that WACS give regarding diversity and collaboration is to ensure that every child sees themselves reflected in their classroom environment. Teachers should create an inviting and warm space that fosters cultural acceptance, home languages, and equitable lesson plans.