Using the Guiding Principles for the Full Participation of Young Children, Birth Through

USING THE GUIDING PRINCIPLES FOR THE FULL PARTICIPATION OF YOUNG CHILDREN, BIRTH THROUGH AGE EIGHT, IN NEW MEXICO’S EARLY LEARNING SYSTEM

A Self-Assessment

Effective use of the Guiding Principles requires each educator to examine both their own values and their beliefs. It also requires that educators consider how they are applying the Guiding Principles in their efforts to engage each family, in the environments and materials they use, and in their interactions with each young child. Please check the box that best describes your current response to each of the statements below.

To what extent am I aware of my own culture or biases/attitudes I may have about others? / How much is this currently happening?
Not yet / Somewhat / Consistently
I am aware of the many facets of my own culture (e.g., gender, race, ethnicity, economic class, sexual orientation, family configuration, abilities)
I am aware of my own linguistic identify (e.g., languages and/or dialects I understand, speak or write)
I have examined my own cultural contexts, both childhood and current
I am aware of how I have been advantaged or disadvantaged by “isms” (e.g., racism, sexism, classism, ableism, heterosexism, ageism)
I am aware of stereotypes and prejudices I have absorbed about myself or others
I avoid imposing values that may conflict or be inconsistent with those of the children, families, and communities in which I work
To what extent do my family engagement practices reflect the Guiding Principles? / How much is this currently happening?
Not yet / Somewhat / Consistently
The words I use in forms, correspondence, and interactions reflect the diversity of the families I serve (e.g., using parents and families instead of parents)
The languages I use in forms, correspondence, and interactions reflect the languages preferred by the families
I communicate with each family on a regular basis regarding each child’s development, progress and needs
I organize meetings or conferences with each family in ways that reflect and respect the family’s culture and language(s)
I explore and intentionally support meaningful ways in which family members can contribute to each child’s program
I share new concepts and strategies with families so we can work together to support each child in program, home and community settings
I have examined policy documents (e.g., Family Handbook) to make sure they are explicit and intentional in howthey reflectdiversity, equity, and inclusion
I am committed to reviewing and revising the family engagement approaches I use on an ongoing basis to ensure alignment with the cultures of the children and families with whom I work
To what extent do my environments and materials reflect the Guiding Principles? / How much is this currently happening?
Not yet / Somewhat / Consistently
I have learned about the unique characteristics of each child and family and work to authentically reflect them in ways that are genuine and positive
I use materials that reflect the cultures and languages of the children and families with whom I work
I usesongs, games, and music that reflect the children and families
I ensure that each child can see authentic and positive images of people like him or herself and his/her family
What we eat and how we eat reflects knowledge of the dietary priorities the children and families (e.g., religious, cultural, and health considerations)
I provide materials in a variety of formats (from concrete to abstract) so I can adjust the level of difficulty up or down for each child
I create opportunities for children to talk about and share about their family and community
I am committed to reviewing and revising the materials I use on an ongoing basis to ensure alignment with the cultures of the children and families with whom I work
To what extent do my interactions with each child reflect the Guiding Principles? / How much is this currently happening?
Not yet / Somewhat / Consistently
I create opportunities for children to talk about and share about their family and community
I have learned about the languages/dialects spoken by each child and work to incorporate both in my interactions
I support the growth and development of each child in all domains of the New Mexico Early Learning Guidelines
I support opportunities for each child to learn in a variety of formats, including playful interactions within their environments
I use different materials and approaches to support each child’s success as a learner
I use activities that honor the diverse configurations of the families (e.g., how we celebrate Mother’s Day)
I use activities thatshow how I am incorporating the cultural traditions and priorities of the children, families, and communities
I support each child to demonstrate self-awareness, confidence, family pride and positive social identities
I support each child to use accurate and thoughtful language to describe human differences
I support each child to increasingly recognize unfairness, have language to describe unfairness, and understand that unfairness hurts
I am committed to reviewing and revising the concepts and approaches I use on an ongoing basis to ensure alignment with the cultures of the children and families with whom I work

 2014. Developed by Camille Catlett from the following sources: Guiding Principles for the Full Participation of Young Children, Birth Through Age Eight, In New Mexico’s Early Learning System; Anti-Bias Education for Young Children and Ourselves; Culturally Competent Approaches in Early Childhood Programs

1