[Maria H]

WAC -110-300-0320

WAC-110-300-0160

WAC-110-300-085.

Que grandes mensajes aporta los WAC con respecto a la diversidad y colaboracion?

Considero que los WAC hacen un excelente aporte y hacen enfasis en la diversidad y colaboracion, cuando ellos sugieren que los centros de ensenanza temprano deben incluir en sus salones materiales diversos que apoyen la diversidad como por ejemplo: musica, instrumentos, munecas y juegos de cada cultura o pais; asimismo es una manera de colaborar , fomentar y preservar el idioma, costumbres y religion de los participantes y familias de los programas de ensenanza temprana.

[Gabrielle Hedgemon]

depending on the age group i would ask the parent to bring in a picture of their family so that eventually the whole class family is on the wall and other family members and children from tods-prek can look and notice those parents during pick up or drop off. and to know our class is a family so it is important to make everyone feel safe and comfortable and that they belong.

[Trainer]

Gabrielle, your idea of creating a family wall to celebrate diversity and inclusion in the classroom is excellent. It fosters a sense of belonging and safety for all children. Well done!

[Ashley Pierre]

According to WAC 110-300-0085, a center is required to make an effort to talk with the families about their culture and any other factors that influence the child and family. This helps the center to plan how they can include the child while respecting their culture and beliefs.

[Trainer]

Ashley, you’ve highlighted the importance of communication with families to respect and include cultural diversity in the classroom, linking to WAC 110-300-0085. Great insight!

[Kylea]

Welcoming a child is always different depending on what they eat and how they were raised so far. But there is no reason to non welcoming for any child or guardian

[Trainer]

Kylea, you made an important point about the diversity of experiences children bring. It’s crucial for educators to be inclusive and welcoming to all children and families.

[Josie]

Using the above guide, answer the following questions:

1. Which WACs address diversity and collaboration with families? Washington Administrative Code 110-300-0100: Collaboration with families and communities.
2. What big messages do the WACs give regarding diversity and collaboration? Cultural diversity must be respected in any circumstance.

[Kelli]

1. Which WACs address diversity and collaboration with families? WAC 110-300-0200
2. What big messages do the WACs give regarding diversity and collaboration? That each family and their choice in how they raise their children, needs to be respected. That our values of teaching and growing will be in collaboration with families so they can also see their child’s growth.

[Cassandra Mares]

There are multiple WAC’s on diversity and inclusion, and learning to not have bias in a classroom. The WAC’s include all different messages, but the ones specifically regarding diversity are all about just not showing any bias. It is extremely important to be including all types of activities to draw out different cultures and neither praise, nor deny any one of them. It is important to be all inclusive and make sure all the children are completely included despite their race or background.

[Trainer]

Cassandra, you’ve highlighted the significance of WAC’s on diversity and inclusion, emphasizing the importance of being all-inclusive and celebrating different cultures in the classroom. Great insight!

[Laura Jones]

1.Which WACs address diversity and collaboration with families?

WAC 110-300-0080-0085 talks about family engagement and partnerships

2.What big messages do the WACs give regarding diversity and collaboration?

It shows that parents and families are the first teachers in a child’s life. They help to ensure that there is open communication between the child care and families during care of the child.

[Trainer]

Great insight, Laura! You’ve highlighted the importance of WACs in promoting family engagement and recognizing families as essential partners in a child’s education.

[Sonny Helms]

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

WAS 110-300-0315 –An early learning provider must be aware of and responsive to children’s developmental, linguistic, cultural, and academic needs. Asking developmentally appropriate questions for the age group and allow children to answer without interruption from the provider

[Kassandra]

1. Which WACs address diversity and collaboration with families?

WAC 110-300-0160, addresses promoting diversity while 110-300-0085 addresses collaboration with families and communication with them.

2. What big messages do the WACs give regarding diversity and collaboration?

WAC’s overall message regarding diversity and collaboration is, in order to make children feel seen and welcomed we must have curriculum, activities, and materials that represent all children, families, and staff but to also not discriminate based on identity, background, and more.

[Melissa]

Which WACs address diversity and collaboration with families?
WAC 110-300-0085<div>
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What big messages do the WACs give regarding diversity and collaboration?

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An early learning provider must attempt to obtain information from each child’s family about that child’s developmental, behavioral, health, linguistic, cultural, social, and other relevant information. The provider must make this attempt upon that child’s enrollment and annually thereafter.

An early learning provider must give families opportunities to share their language and culture in the early learning program.

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[Nizhoni]

Messages that the WAC states is that “early learning programs must not discriminate in employment practices or client services based on race, creed, color, national origin, sex, honorably dischared veteran or military status marital status, gender, sexual orientation, age, religion, or ability. For the purposes of this chapter, “sex” means gender and “sexual orientation” means heterosexuality, homosexuality, bisexuality, and gender expression or identity, also referred to as SOGIE, and includes all persons who identify as LGBTQIA+. “