Page 19 - LESSION 12.pmd

Planning Developmentally Appropriate ECCE Curriculum

12.7 APPRECIATING DIVERSITY AND PLANNING AN
INCLUSIVE PRESCHOOL
Notes Children differ in their needs, interests and abilities. They develop in different

ways at different places where the developmental process is consistent and every
individual normally passes through each major stage of development. In ECCE
centres or programmes often, despite being accessible to children, there is a mixed
composition of children with multiple home language backgrounds, children
following different religions, socio-economic conditions, urban-rural differences,
quality of schooling or lack of it, diverse socio-cultural practices and food habits
and so on. Gender is also a significant issue as girls and boys are treated quite
differently in most social structures. Boys get more privileges and girls are often
neglected. At the centre, one must ensure that there is no discrimination.

Hierarchies of caste, economic status and gender relations, cultural diversity as
well as the uneven economic development that characterise Indian society also
deeply influence access to education and participation of children in school.
This is reflected in the sharp disparities between different social and economic
groups, which are seen in school enrolment. Each child enters the school with
different experiences and expectations. Hence, children need to feel that each
one of them, their homes, communities, languages and cultures are valuable and
their diverse capabilities are accepted; that all of them have the ability and the
right to learn and to access knowledge and skills. Diversity refers to the range of
similarities and differences among children, staff and families in an ECCE
programme and community. It includes race, culture, abilities, gender and age.
For the early learning and childcare experiences, it is important to recognise and
respect diversity. This enhances each child’s social and emotional well-being
and promotes caring, cooperative and equitable interactions with others. Each
child must feel a sense of belonging and feel positive about his or her own identity.
When home and school cultures differ, it is important to resolve these cultural
conflicts in a mutually respectable way. This can only be done through:
• open dialogue among families and teachers

• learning about each other’s cultures and expectations
• respecting each individual’s unique culture and identity

Providing opportunities for children to explore similarities and differences in a
positive atmosphere supports respect for diversity. Self-esteem, confidence and
emotional development are strengthened when children and families feel accepted
and supported. Therefore, curriculum must:

• be context sensitive and culturally relevant

• foster caring attitudes and empathy

54 EARLY CHILDHOOD CARE AND EDUCATION