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Child Care Basics
Organizer:
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Trainer Monitored Discussion – Diversity and Colloboration
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Trainer Monitored Discussion – Diversity and Colloboration
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1. Washington Administrative Code 110-300-0100: Collaboration with families and communities.
2. WAC 110-300-0200: Cultural diversity must be respected.
this ensures each child and family is given equal oppertunities from their peers, regardless of their differences!
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1. Washington Administrative Code 110-300-0100: Collaboration with families and communities.
2. WAC 110-300-0200: Cultural diversity must be acknowledged and respected.
We must embrace all cultures, and collaborate with families to support all children in our care.
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1.An early learning provider must communicate with families to identify individual children’s developmental goals.on-discrimination by stating that early learning programs are “places of public accommodation… and must not discriminate… on basis of race, creed, color, national origin, marital status, gender, sexual orientation, class, age, religion or disability.
2.state law requires child care employees to honor all children’s race, religion, culture, gender, physical ability and family structure, and to provide families with information on their child’s progress in the center
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WAC 110-300-0085 and WAC-110-300-003 address the importance of communication and non-discrimination within ECE. Families should not only feel accepted but embraced by the center and teachers within.
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Great insight, Megan! Emphasizing communication and non-discrimination aligns with fostering an inclusive environment. Educators play a vital role in actively embracing and celebrating family diversity
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1. WAC 110-300-0085 states that “an early learning provider must communicate with families to identify individual children’s developmental goals.” WAC-110-300-0030 addresses non-discrimination by stating that early learning programs are “places of public accommodation… and must not discriminate… on basis of race, creed, color, national origin, marital status, gender, sexual orientation, class, age, religion or disability.”
2. State law requires child care employees to honor all children’s race, religion, culture, gender, physical ability and family structure, and to provide families with information on their child’s progress in the center.
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- Which WACs address diversity and collaboration with families?
- What big messages do the WACs give regarding diversity and collaboration
– The WAC that address diversity and collaboration is WAC 110-300-0085
– The big messages the WACs give regarding diversity and collaboration is honoring all children’s race, religion, culture, gender, physical ability and family structure, and to provide families with information on their child’s progress in the center
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I came from Thailand; I have different culture in here. I try to learn and working at children care.
Children care have difference culture same me, I try to learn them, talk to them, non-discrimination and observe daily life. Maybe take time for me but I will do.
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This reply was modified 1 year, 7 months ago by
Nai J2511.
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This reply was modified 1 year, 7 months ago by
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1. Which WACs address diversity and collaboration with families?
a) WAC 110-300-0030: (1) Early learning programs are defined by state law as places of public accommodation that must:
(a) Not discriminate in employment practices or client services based on race, creed, color, national origin, sex, honorably discharged 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+;
b) WAC 110-300-0330: (1) An early learning provider must work to
maintain positive relationships with children by
using consistent guidance techniques to help
children learn. Guidance techniques must adapt an
early learning program’s environment, routines,
and activities to a child’s strengths, developmental
level, abilities, culture, community, and relate to the
child’s behavior.2. What big messages do the WACs give regarding diversity and collaboration?
Early learning providers must provide culturally, racially, and physically diverse learning opportunities to honor all families and children needs required by the Washington Administrative Code.
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Excellent analysis, OSeanna! You’ve clearly highlighted the importance of diversity and collaboration in early learning through WACs, emphasizing the need for inclusive, culturally responsive practices.
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What messages do the WACs convey regarding diversity and collaboration?
The messages conveyed by WACs regarding diversity basically say that you should not discriminate against a child based on race, national origin, guardians, gender, socioeconomic status, religion, or disability. They also state the early learning provider must communicate with families and accommodate to different learning/developmental goals. At the end of the day, all children and families should be treated and respected equally.
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WAC 110-300-0160, <b style=”font-family: inherit; font-size: inherit; color: var(–bb-body-text-color); background-color: var(–bb-content-background-color);”>WAC 110-300-0030, <b style=”font-family: inherit; font-size: inherit; color: var(–bb-body-text-color); background-color: var(–bb-content-background-color);”>WAC 110-300-0085 If you don’t want to discriminate just live <b style=”font-family: inherit; font-size: inherit; color: var(–bb-body-text-color); background-color: var(–bb-content-background-color);”>the golden rule: “Treat other as you would have them treat you.” Luke 6:31.
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Great insight, Russell! Your reference to the golden rule complements the WAC guidelines, emphasizing the importance of treating all individuals with respect and dignity in early childhood settings.
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- Which WACs address diversity and collaboration with families?
WAC 110-300-0150 addresses diversity, and WAC 110-300-0200 addresses collaboration with families.
- What big messages do the WACs give regarding diversity and collaboration?
The big message in WAC 110-300-0150 is that every classroom should include diverse materials, and if the teacher sees any biases they should correct them. The big message in WAC 110-300-0200 is to communicate with the guardians of the child about anything that pertains to the child.
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Great job, Kiennah! You’ve clearly explained how WACs address diversity and collaboration, emphasizing the importance of inclusive materials and effective communication with families.
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an early learning provider must communicate with families to identify individual children’s developmental goals.” WAC-110-300-0030 addresses non-discrimination by stating that early learning programs are “places of public accommodation… and must not discriminate… on basis of race, creed, color, national origin, marital status, gender, sexual orientation, class, age, religion or disability.”
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Great point, Noura! You’ve highlighted the importance of communication with families and the WAC’s emphasis on non-discrimination to ensure a fair and inclusive learning environment.
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- WAC 110-300-0150:
- WAC 110-300-0100
- WAC 110-300-0245
The big message the WAC give addressing diversity and collaboration is that they aren’t just guidelines it’s something that is required to be done. They attempt to bring diversity into the curriculum and inform students on what it is. Involving families to help with curriculum is also something the WAC mentions.
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Great summary, Myrna! You’ve effectively highlighted that the WACs emphasize the necessity of incorporating diversity into the curriculum and involving families for a well-rounded educational experience.
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A non-welcoming, non-inclusive early learning program might exhibit the following attitudes and practices:
For a child who speaks only Spanish (or another non-English language):
Staff insist on only speaking English, showing no effort to learn or use the child’s home language.
Lack of bilingual materials or communication tools for the child and family.
Teachers fail to understand or respect cultural differences, leaving the child feeling isolated.
For a caregiver who dropped out of school and brings their siblings to daycare:
Judgmental attitudes about the caregiver’s educational background or situation.
Inflexible policies that do not consider their unique responsibilities or challenges.
No effort to involve the caregiver in a supportive, non-patronizing way.
For a child slow in developing motor skills and speech:
Limited patience or understanding from staff, with a focus on deficits rather than strengths.
Lack of access to appropriate resources or activities tailored to the child’s needs.
Subtle exclusion or negative attitudes toward the child and family.
For a newcomer to the country:
No resources or translation services to help navigate the daycare system.
Dismissive attitudes toward cultural differences or traditions.
An environment that feels unwelcoming or intimidating due to cultural insensitivity.
In all these scenarios, the program would feel uninviting, unsupportive, and neglectful of the needs of children and families, reinforcing feelings of exclusion and frustration.
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Excellent analysis, Hannah! You’ve highlighted critical examples of exclusionary practices and how they impact children and families, emphasizing the importance of fostering inclusivity, understanding, and respect in early learning settings.
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- Which WACs address diversity and collaboration with families?
WAC-110-300-0160, WAC 110-300, WAC 110-0300 - What big messages do the WACs give regarding diversity and collaboration?
Learning institutions must not discriminate when hiring staff or enrolling students, must provide racially diverse learning material, must provide help to students with special needs.
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Good summary, Blake! You’ve effectively highlighted key WACs that address non-discrimination, diversity in learning materials, and support for students with special needs in early childhood education.
- Which WACs address diversity and collaboration with families?
