Let’s look more specifically at 10 multicultural principles for early childhood leaders from the Head Start Early Childhood Learning and Knowledge Center. These principles can help guide the implementation of culturally sustaining pedagogy.

Principle 1

Every individual is rooted in culture.

All cultures generate knowledge, rules or norms, values, and expectations. Chavajay and Rogoff (1999) make two important points on this topic. First, culture is not a single “thing,” but, rather, can be understood on different levels. Second, culture by itself does not explain everything about the actions or behaviors of an individual or group of people. Thus, culture is one of many important elements in children’s development, but not the only important element. Culture is a way (or ways) of living. Individuals are dynamic—they change and adapt to the circumstances of their lives.

Principle 2

Cultural groups represented in communities and families are the primary sources for culturally relevant programming.

Programs that learn from families support children’s development best.

Educators and program providers must understand families’ cultures, for example:

• Decisions about co-sleeping, hygiene, or personal care
• When to seek medical care
• Types of food children eat and how the food is prepared and served
• Feeding patterns
• Causes of illness and the use of home remedies

This allows childcare providers to effectively care for and support the family (Lipson & Dibble, 2005).

Principle 3

Culturally relevant and diverse programming requires learning accurate information about the cultures of different groups and discarding stereotypes.

Study in-depth what makes people complex and tear down the stereotypes about them. Only then can you create a culturally diverse program that lasts.

Cultures shape the goals or outcomes a society values. How adults support children’s development reflects their goals for the children. By learning more about families’ goals and the behaviors or practices they value, educators can more easily match the learning experiences of the classroom to those of the home.

Principle 4

Addressing cultural relevance in making curriculum choices and adaptations is a necessary, developmentally appropriate practice.

Learn about the lives, beliefs, and interests of the children and their families. Then let this knowledge inform the curriculum.

Principle 5

Every individual has the right to maintain their own identity while acquiring the skills required to function in our diverse society.

Like culture, our identity is dynamic and complex. It is connected to our work, activities, families, heritage, ideas, beliefs, choices, and circumstances. At birth young children begin to develop their identities and this continues over time in the context of family and community relationships.

Culturally sustaining practices can inform curriculum and specific teaching practices that preserve children’s identities. Those practices also are necessary to support children’s academic progress.

Principle 6

Effective programs for children who speak languages other than English require continued development of the first language while the acquisition of English is facilitated.

To support the continued development of children’s home language, programs should hire educators or, if possible, find volunteers who speak the languages of children and families in the community.

Not all programs can hire staff who are fluent in all the different languages that children and families speak. Therefore, programs must form partnerships with parents and other community members to assist. Program staff can help families tap into their strengths and interests (e.g., storytelling, quilting, gardening, games, physical activities) and show them how these can be learning opportunities by inviting them in to share their knowledge with children. By maintaining the development of children’s home language, educators simultaneously support the advancement of many conceptual skills that are necessary for later academic success. This increased improvement and continued learning in the home language can be accomplished while introducing and supporting children’s development of English.

Principle 7

Culturally relevant programming requires staff who both reflect and are responsive to the community and families served.

For many years, Head Start programs have had a tradition of “growing their own staff,” or hiring from within to reflect the community and families in their program. In some instances, a program may train parent or community volunteers who have promise and a commitment to the program, but perhaps lack the qualifications to be hired. During the volunteer process, the program builds in professional development for them while they work toward becoming paid substitutes and then paid staff members who receive ongoing staff training. Tribal programs have been hiring from within the community and then developing staff members for many years.

Programs should explore how parents best receive information to optimize accessibility and communication.

Principle 8

Multicultural programming for children enables children to develop an awareness of, respect for, and appreciation of individual and cultural differences.

An important goal is to develop children’s capacity to communicate effectively with people who are different from themselves.

The increasing linguistic and cultural diversity in many early learning programs reflects long-term demographic trends in the United States. Although all people are rooted in culture, it is also important to recognize that people are also individuals. Within any cultural group, there may be differences in how children are raised. It is important to avoid thinking of all members of one culture as the same. Instead, educators must understand and appreciate each child and each family for their uniqueness.

Principle 9

Culturally relevant and diverse programming examines and challenges institutional and personal biases.

Educators, program directors, and community members should review program systems and services for institutional bias. Skills to deal with bias must be taught to children. Our personal cultural backgrounds influence how we think, the values we hold, and the practices we use to support children’s development. In addition, how people acquire culture, going back to their earliest childhood, influences how they think and talk about culture. Programs should develop and implement long-term approaches and processes to address these important issues.

Principle 10

Culturally relevant and diverse programming and practices are incorporated in all systems and services and are beneficial to all adults and children.

To maximize child and family development, these principles must not be limited to the education component of early childhood programs. They must also be applied to all aspects of the program.

Programs must examine their processes and practices within self-assessment, community assessment, child assessment, family partnerships, individualized curriculum, effective learning environments, health services, governance, and other elements.

References

Chavajay, P., & Rogoff, B. (1999). Cultural variation in management of attention by children and their caregivers. Developmental Psychology, 35, 1079-1090.

Head Start Early Learning and Knowledge Center (2022, October 4). Multicultural principles for early childhood leaders.

Lipson, J. & Dibble, S. (Eds.) (2005). Culture and Clinical Care. UCSF Nursing Press.