Melanie Nieuwenhuis

Curriculum Intervention

Friendship Unit focusing on similarities and differences at an international school

Description and Rationale page 1

Factors considered page 2

Lesson #1- Colors of the World page 5

Lesson #2- Circle of Friends page 8

Lesson #3- Languages page 12

Lesson #4- Expanding Friendships page 16

Lesson #5- Secret Friends page 20

Assessment of Unit page 23

Rationale for selected learning activities page 24

Resources page 25

Description and Rationale for Unit on Friendship--- Kindergarten

I am basing my curriculum on the school where I last taught which was an

international school in the Netherlands. I loved teaching at the school because of the

fact that our students and staff came from all around the world and our school worked

hard to be inclusive of all students. The library was full of books representing children

from many nationalities, we often celebrated diverse holidays, and discussion of

culture was practically a daily occurrence. It was an amazing opportunity to learn

about the world through each other and I believe most teachers there took advantage

of that fact.

I admit that I am proud of the fact that my class was already very multicultural and

incorporated many of the concepts which have been discussed in this course.

Therefore, I decided to choose one unit which I taught that did not have a

multicultural focus and find ways which I could add a multicultural theme to it. I have

realized through this course, that although I did a lot with multiculturalism, it should

actually be a part of every lesson and not be separate lessons about multiculturalism.

Diversity needs to be recognized in every aspect of the curriculum.

My unit is on friendship. The goal is to help students recognize the diversity in our

classroom through exploring our differences and similarities and learning that we can

all be friends. Students will explore strengths and values of each other and in

themselves. We will also discuss how the meaning of friendship can also apply to

people beyond our classroom, including family and elderly people.

Learning objectives are included with each lesson under the title “goals” and

expanded upon with an “explanation of goals” under each.

Factors considered in implementing curriculum

Most of the students in the school come from upper middle-class families with two

parents. Single parent households are rare in this environment. There are a couple of

Dutch students in the school, but the majority are children of expatriates who are

living in the Netherlands. In most families, the father has a job which has brought

them to the country, and the mother stays at home. There is also a small American

Coast Guard base nearby which has brought several military families to the school.

The American International School of the Netherlands is a private school with an

American curriculum, but with an international staff and student body. There is staff

from about ten different countries, and students come from over thirty countries.

The web page of the school is www.aisr.nl if you are interested in checking it out.

ESL is an important consideration in curriculum. Last year I had only one native

English speaker at the beginning of the year, three proficient English speakers, and six

students who spoke little or no English. In our school, formal ESL classes began in

first grade with the belief that students younger than that learn English best just from

regular exposure to lessons and play with other students in the classroom. Judging

from my experience, this belief is correct. Students at this age rapidly acquire English

skills. Within days or weeks they begin understanding routines and commonly

repeated phrases in the classroom, and within weeks or only a couple of months, they

begin speaking in English. I try to keep ESL students involved in my lessons as much

as possible by using many visuals and following daily routines that they easily pick

up on. They quickly begin singing songs with the class for example, which are sung

every morning as part of our morning routine. My expectations for ESL students are

that they join the group as we are having lessons and that they attempt to complete

assignments that the rest of the class is working on. I work closely with them or have

other students help them so that they can follow what we are doing. My expectation

for how they complete their work varies on their level of understanding, of course. If

we are drawing pictures of things we can do with friends, for example, I may be

happy if they are simply drawing a picture. Occasionally in my lessons, I write ways

of ensuring that ESL students are included in the lessons, but when I am teaching I am

regularly looking for more ways to help them actively participate in what we are

doing and feel like they are a part of the class. If another student in the class speaks

their language, I encourage them to communicate in their own language and allow

one to translate for the other.

Another interesting aspect of the school is that the building is shared with a Japanese

school. Several collaborative activities take place with students between the two

schools such as after school activities, holiday celebrations, and classroom lessons.

Unfortunately, their school only began in first grade and most collaboration was done

with partner grades, so our Kindergarten class only had occasional interactions with

the Japanese students. This is also why we have several Japanese students in our

school in Kindergarten. Some switch to the Japanese school in first grade, and some

decide to continue at our school.

Last year, projects were underway to encourage more collaboration between our

students and Dutch students in the community as well.

Nationalities and names of my students (based on last year’s class)

Denmark Mette

Germany Fabian

America Catherine

Korea Annie

Romania Luca

Israel Tomer

Japan Takuma

Japan Hana

Japan Koki

China Thomas

France Yseult

Lesson #1- Colors of the World

Goals

1. Students will become aware of various skin colors in the class and appreciate

that we all have different colors and all are beautiful.

2. Students will recognize the beauty of their own skin color.

Explanation of Goals: Students in our class come from all over the world and in all

different colors. It is important for them to realize that although they all look

different, they are all beautiful and special. I also want them to think beyond simple

terms of black, white, brown or yellow and realize that we come in many colors and

no one fits into a simple color category.

Materials

1. All the Colors of the Earth*

2. “People Color” crayons

3. paint, brushes, large paper

4. photos of children

5. black and white sheets of paper

*All the Colors of the Earth compares children’s hair and skin colors to things in

nature like bears and cats, and uses lovely words to describe skin colors like wheat

and cinnamon. It also has great pictures of children from different nationalities.

Introduction

Show a picture of an African child and a European child. Ask students to describe the

color of their skin. Most likely, they will respond that the children are black and

white. Then show them sheets of black and white paper and ask if that is the same

color as the children.

Procedure

1. Read the story All the Colors of the Earth to class.

2. Discuss the story. Ask students to recall color words used in the book. Discuss

what animal they might compare their hair or skin color to. Allow ESL

students to point to pictures in the book which they liked, and if possible, tell

why they like that picture.

3. Pass “people color” crayons around and ask students to find ones that are

similar to their skin color. Read the names of the colors to students and ask if

they can think of other names to describe their own or others skin colors.

Explore the interesting words that can be used.

4. Tell students that we are going to make large self-portraits to hang on the wall

creating a sort of class photograph of all of our friends.

5. Students first draw their face on a large sheet of paper, then mix various colors

of paint to find ones that are similar to their skin and hair color. As children

are working, discuss with them the colors they are creating and comment on

the beauty of all the different colors you see in the class.

Closure

When all have finished, bring the class back together and ask them to describe what

they like about other students’ paintings. Encourage discussion about the colors they

have chosen. When the paintings are dry, hang them up with the title, “Friends come

in all Colors!”

Assessment

As with most assessment for Kindergarten, evaluation for this lesson will be done

informally, through observation. The lesson will be considered successful if students

become curious about exploring different skin colors and if they discuss these

differences with respect for each other. Observation can be done during the lesson

itself and also later on during play time or art time. Students may act out some of the

things we discussed during play, or they may become more conscientious of choosing

correct skin colors in their art- work. The play area should include puppets and dolls

of various nationalities and the classroom library should portray characters from

around the world in order to support this theme and remind children of it throughout

the year.

Lesson #2- Circle of Friends

Goals

1. Students identify where each of us come from on a globe.

2. Students will compare similarities and differences among classmates.

3. Students will explore the concept of having a “circle of friends.”

Explanation of Goals: Students at this age are becoming aware of and interested in

differences among people. It is important at this early stage that children learn that

differences are good and that no one way of looking or doing things is better than

another. With all of the diversity in the classroom, it is an ideal opportunity for

exploring how many differences we have, but at the same time finding areas of

commonality. Students will also have a visual representation of the fact that we all

come from different countries, but have come together in our classroom and are

forming a “circle of friends.”

Materials

1. We are All Alike, We are All Different*

2. Globe

3. Art materials for making “Circle of Friends”

*We Are All Alike, We Are All Different, is a book written by a Kindergarten class and

their teacher, with illustrations drawn by the children. The students explore things that

are different and the same about themselves including hair and skin color, foods they

like, their families, things they like to do, and where they live.

Introduction

Class sits in a circle on the carpet. Ask students to each take off a shoe and place it in

the middle of the circle. As a class, determine what is the same and what is different

about the shoes.

Procedure—Day 1

1. Tell students that just like the shoes, we are all alike and different in some

ways. We also all come in different colors and have different features, but we

are all special and have an important place in the class. (Just like each shoe is

important to the person who wears it).

2. Ask the class to compare what is alike and different between classmates.

3. Read and discuss the book, We are All Alike, We are All Different. Discuss

ideas from the book that we had not thought of ourselves.

4. Explain that each of us also comes from different countries in our class. Look

on a globe and find the country that each of us comes from.

5. Tell class that tomorrow we are going to make a “Circle of Friends” display

for our bulletin board to represent our new circle of friends in the classroom.

Procedure—Day 2

1. Give each student materials to make a small construction paper person that

looks like them. Encourage them to find colors that are the same as their

hair and skin to review lesson #1. Make clothes for the people from

wallpaper samples and hair from yarn.

2. When all of the people are finished, place them on the bulletin board

display in a circle around a paper globe. With yarn, connect the people to

the country that each child is from. (Globe will be 1-dimensional, but try

to make it as close to accurate as possible.)

Closure

While sitting in a circle, each student holds a ball and says a nice about another

student, then passes the ball to that person. Continue until each child has had a turn.

This is our circle of friends. This activity can be repeated occasionally throughout the

year to reinforce the concept of a circle of friends. When it is the turn of an ESL

student with very limited English, allow other students to help him/her to say

something nice about another student. Also write down what other students said about

the ESL student so that you can give it to a parent at the end of the day who can then

translate it for the child.

Items from various countries should be added to the play area (if they do not already

exist there) such as ethnic dress up clothes or games from other countries. The art

center should also include various cultural materials such as stencils of countries to

trace or photo books of art from around the world.

Assessment

During the discussion about similarities and differences, students should be able to

give examples of differences based on both physical appearance and about cultural

aspects such as speaking different languages and observing different customs and

holidays. They probably do not know many specifics about each other’s customs, but

should be aware that differences exist. They should also be able to name similarities

based on obvious factors- “we are all in Kindergarten” or “we all have noses”, and

slightly more abstract factors-“ we all feel happy sometimes and sad sometimes” or

that we all have things which make us special.

Long-term success of the lesson is based on observation of how students deal with

issues of difference that arise during the year, and whether they respect differences in

each other and show curiosity about each other’s languages and cultures.

Lesson #3- Languages

Goals

1. Students will learn how to say “hello” in each other’s languages

2. Students will discuss ways of being friends with people who speak different

languages from them.

3. Students will learn to empathize with others in the class who do not yet speak

English.

4. Students will discuss what contributions new English learners have to add to

the classroom.

Explanation of Goals: For most students, playing together comes naturally, even

when they do not share a common language. They learn ways of communicating

through gestures and simple words they share or even invent. For a few however, it is

intimidating to approach another child who does not understand them. The object of

this lesson is to help students overcome this fear and recognize that we can all be

friends even though we speak different languages. Another goal is to create an

environment where students do not laugh at the mistakes of a person who is learning

English or look down on them for not understanding things, but instead recognize that

we can all do things to help each other and can learn from each other.

Materials

1. photographs of students’ hands

2. From Far Away, Robert Munsch

* From Far Away is a true story about a girl named Saoussan Askar who moved to

Canada from Beirut. Saoussan wrote to Robert Munsch about her experience and he

wrote a book about how she couldn’t understand anything at first and was frightened

by a Halloween skeleton because she didn’t know what Halloween was. Eventually

she learned English and made friends and said that she was the best reader and writer

in her class.

Pre-lesson Preparation

Take photographs of each student’s hand and print out, in color. Glue the cut-out

hands to a firm surface, and write the word “hello” on each hand in the child’s home

language. Ask parents for help with this to ensure correct spelling and pronunciation.

Introduction

Show students the handprints that you have prepared with the word “hello” on them.

Sit in a circle, and ask each child to say hello in his/her native language. If ESL

students do not understand the activity, guide them by showing and reading the word

“hello” from their handprint.

Procedure

1. Explain to the class that we all speak different languages and that all are

equally important even though English is the language primarily used in our

classroom. Most students in our class are still learning English and some have

only just begun to learn English and understand very little. Discuss with

students how we can include these students in our “circle of friends.” How can

we play with them and make sure that everyone feels like a part of our

community? What kind of things can you do together and how can you

communicate?

2. Read From Far Away to the class. Ask students how they think Saoussan felt

during different parts of the story- when she first arrived, when she saw the

skeleton, when she peed on her teacher’s lap, and when she eventually learned

English and made friends.

3. Since most students in the class did not speak English when they began

school, invite them to relate how they felt when they began and what things

were hardest for them. Ask students to explain how they think other students

in the class who do not speak English now feel. Ask the class to think of how

they can help each other if someone seems sad or does not understand what to

do.

4. Remind students that we are forming a “circle of friends” in the classroom.

(See lesson 2) Tell them that we are each important in the class and try to

remember things that they said they liked about each other from lesson 2. Ask

them to think of things that students who do not speak English have to offer to

the class. (For example, Fabian is really good at drawing and can show others

how to draw without speaking English, or Takuma is really funny and can

make everyone laugh without speaking a single word of English.) Find ways

to explain to the ESL students, what they other students are saying about them.

For example, you can point out one of Fabian’s drawing and give a thumbs-up

sign. He should get the idea that we are complimenting his art work.

Closure

Remind students that each of our languages is special and very important to the child

who speaks it. Ask them if they would like to learn a little about each language

spoken in the classroom. Look at each of the handprints and practice saying “hello” in

each language.

Follow up activities

Each morning, sit in a circle and choose one language to greet each other with. Each

child says “hello” in that language to the child sitting next to him and shakes her

hand. Continue around the circle until everyone has given and received a handshake.

Make sure each language is chosen regularly.

Throughout the year at international schools, students are often entering and leaving

the school. When a new student arrives who does not speak English, you can get out

From Far Away again and review the concepts in order to help prepare the class for

welcoming the new student.

Assessment

Students have understood the concepts of this lesson if they are observed making an

effort to help and communicate with students who do not speak English. ESL students

should feel comfortable making mistakes and know that they will be supported by

their classmates.

Students who have enough English ability should contribute to the discussions during

the lesson.

When practicing “hello” in each language, observe if each student is making an effort

to say the word correctly. Learning how to say hello is just the beginning of learning

each other’s languages. If the lesson is successful, students will become interested in

learning how to say other words in their classmates’ languages.

Lesson # 4- Expanding Friendships

Goals

1. Students will understand that our circle of friends can expand beyond our own

classroom and include people of many nationalities and ages.

2. Students will think about friends they have who are outside of the classroom,

particularly friends or people who are important to them, of different ages.

3. Students will discuss aspects of their own cultures which make them special.

Explanation of Goals:

While it is important that students learn to be tolerant and accepting of everyone in

our class, it is also important that they learn to extend what we learn in the classroom

to their lives outside of school. This lesson teaches them that we can have many

different kinds of friends, and that the definition of friend can include many kinds of

people.

The book we will be reading has many cultural themes to it, so we will also expand

on that by discussing different celebrations or traditions in our own cultures. I would

like students to relate the book to themselves, by realizing that they too have special

aspects of their cultures which are important.

Materials

1. Mrs. Katz and Tush, by Patricia Pollaco*

2. drawing paper and colored pencils or crayons

* Mrs. Katz and Tush is a story about a friendship between a young African American

boy named Larnel, and Mrs. Tush, an elderly Jewish woman, formed through their

mutual love of a tailless cat named Tush. Larnel visits Mrs. Tush daily and through

their visits they learn about each other’s cultures, and discover many similarities

between them.

Before the lesson

I would send a copy of Mrs. Katz and Tush home with Tomer a few days before we

read it in class. When he first began at the school he did not understand English at all,

and since he is Jewish I would want him to understand what the book is about.

Introduction

Ask students to stand up if they have a friend who is the opposite sex. Tell them to

jump up and down if they have a friend who is from another country. Finally, ask

them to touch their noses if they have a friend who is older or younger than they are.

Tell students that we are going to read a book today about a boy who is friends with

someone who is from another culture, who is a girl, and who is much older than he is.

Procedure

1. Read Mrs. Katz and Tush. Discuss the story. Ask students to think of

similarities and differences between Mrs. Katz and Larnel. Ask them to

discuss why they think the two became friends.

2. Remind students that Mrs. Katz and Larnel come from different cultures and

celebrate different things. Ask them what holidays they celebrate in their

families, or what traditions they have that are important to them.

3. Ask students to think of friends they have outside of the classroom and tell us

about them.

Closure

Students will draw a picture of someone outside of the class who is their friend. Tell

them to try to think of someone particularly who is older than them that they could

consider a friend. For students who are able to write, they will write a couple of

sentences about that person. Students who cannot yet write can dictate to me and I can

write down information about their friend. ESL students can draw a picture of a

friend, and if possible, tell me a little about that friend.

When all are finished with their pictures, return to the group area and share pictures

with the class. ESL students can show the picture and tell the name of the person, and

a little more information if possible. The rest will show their picture and tell us why

they chose that person, why they consider him or her to be their friend, and one thing

that is the same and one thing different between themselves and their friend.

If not already there, add books to the classroom library which have elderly people as

main characters. If possible, add puppets to the play area of people of different

nationalities and ages.

Follow-up Activity

In the book, Mrs. Katz teaches Larnel about some traditional Jewish foods. We will

make a traditional Jewish apple and nut spread.

You will need:

• 2 apples, peeled and cored

• cup raisins

• cup walnut pieces

• cup grape juice

• 1 tablespoon honey

• crackers

Directions:

1. Help students finely chop the apples, walnuts, and raisins.

2. Put into a mixing bowl, pour in the grape juice and honey, and stir.

3. Spread over crackers such as matzo crackers or graham crackers.

Invite Tomer’s parents into the classroom to teach us about other traditional Jewish

foods. Also, invite all parents to come in and teach us how to make (or just eat!) a

traditional food from their country.

Assessment

Assessment will be done by observation during the discussions and closing activity.

Students should be able to identify things which are the same and different between

Mrs. Katz and Larnel and be able to tell us something about their own culture. Some

students may need guidance with this.

Students will be able to identify someone outside of the class who is their friend, draw

a picture, and tell us about that person. Students will be encouraged to show enough

details in their picture to give us an idea of what their friend looks like- for example,

accurate skin, hair, eye colors, and show if it is a young person or an old person.

Lesson #5 - Secret Friends

Goals

1. Students will understand that the things they find important about friends have

nothing to do with color, age, sex, etc.

2. Students will discuss kind things that friends do for each other.

3. Students will have secret friends for a day who they make an effort to be nice

to and help out.

4. Students will learn the intrinsic value of being kind.

Explanation of Goals:

Students should be able to use knowledge from previous lessons to understand that

they can be friends with all different kinds of people. The purpose of this lesson is to

have students act out things which we have been discussing in a fun way, which is

sort of a game for them. They should realize through having secret friends, that it

feels good having people do nice things for them, but that it also feels good to help

other people. After making an extra effort to be kind to one person for a day, the goal

is that students will discover the rewards of being kind and be encouraged to continue

acts of kindness every day.

Materials

1. Mrs. Katz and Tush

2. slips of paper with each student’s name written on it.

Introduction

Ask students to describe what qualities make a good friend. Write their ideas on the

board. When they are finished, point out that these are qualities anyone in the class

could have and are not related to gender, color, etc.

Procedure

1. Reread Mrs. Katz and Tush. Discuss the kind things that Mrs. Katz and Larnel

do for each other. What makes them good friends? Do they have some of the

qualities we listed for being a good friend?

2. Secret Friends-- Tell students that we are going to each choose a secret friend

who we will try to do nice things for the rest of the day. Review some of the

concepts that we have covered in the other four lessons and discuss some

things that we could do for our secret friends. For example, if he or she is

playing alone you could invite him to play with you. Or if the secret friend

does not understand an assignment, you could help her. Encourage students to

give several suggestions of how they can be good friends for the rest of the

day.

3. Choose secret friends by drawing a name out of a box. Most students can read

each other’s names, but if not, whisper the name. Remind them first that it is a

secret, and they shouldn’t tell anyone whose name they chose until the end of

the day. And if they don’t want anyone to guess who their secret friend is, they

can try to be extra nice to other students also! Write down who each person

chose in case they forget during the day. Or you may choose to assign secret

friends yourself to assure that students have a secret friend who is someone

they normally would not play with.

Note: You may need to send home an explanation of this activity beforehand

for ESL students, so that they will also understand what they are supposed to

be doing when they choose someone’s name.

4. Throughout the day, remind students to do nice things for their secret friends

and for all their friends in the class.

Closure

At the end of the day, invite each student to guess who they thought their secret

friend was and why. What nice things did that person do for them? After everyone has

had a chance to guess, reveal who each secret friend was.

Discuss how it made them feel to have someone doing nice things for them. Then

discuss how it felt for them to do nice things for someone else. Point out that it often

feels just as good to help someone else as it does to have someone help you. Ask

students if they would like to feel that way every day, and discuss how we can be

good friends all year long. Also, remind students that they can have friends who are

not in the class and who are older or younger than them, or even a family member can

be a friend.

Assessment

Students should be able to list qualities of being a good friend and remember things

we discussed in previous lessons.

During the day, observe if students are being nice to their secret friends and if they are

also remembering to be friendly to all of their classmates.

If the lesson is successful, students should indicate a desire to continue being good

friends and show understanding that qualities of a good friend are not based on color,

gender, age, or nationality. Anyone can be a good friend.

Assessment of Unit

Assessment for each lesson is included within the lesson plan.

The unit will be considered successful if I notice that students are making an effort to

be kind to each other and help each other out. I would like to create a community in

the classroom where students tolerate and appreciate differences in each other. They

should recognize that we all have something valuable to offer. They should be

accepting of differences in each other and never make fun of someone else based on

perceived differences.

Observation of student behavior during class as well as playtime and recess, is the

primary source of assessment for this unit. Students do not receive grades in

Kindergarten at this school; they receive quarterly evaluations with written

descriptions about their abilities and progress.

Students will need to be reminded of the concepts learned throughout the year.

Conflicts will inevitably arise, however, so a good unit to follow this one would be a

unit on resolving conflicts. Students need to learn how to positively work through

problems and come to resolutions peacefully.

Rationale for selected learning activities

I chose topics for my lessons that explored a variety of similarities and differences

among classmates and tried to expose them to the idea that differences are okay and

we can all learn something from each other.

I love using children’s books as part of my lessons to reinforce topics. Students love

listening to stories, and books help them relate to topics that otherwise remain abstract

for them. Picture books are especially beneficial in a classroom where many students

speak little or no English. Even when they do not understand the words, they enjoy

listening to stories and looking at the pictures. That is why it is important to me to

choose books which have interesting illustrations to look at and which are able to

partly convey the story by themselves. I also wanted the books I chose to accurately

represent different cultural groups. I used the article “Examining Multicultural Picture

Books for the Early Childhood Classroom: Possibilities and Pitfalls,” by Jean

Mendoza & Debbie Reese to help inform my choices of multicultural books.

I often choose art projects as closing activities for a lesson because students love

doing them, and also ESL students are able to follow what the other students are

doing, even if they do not totally understand the reasons behind the project. It allows

them to participate in the activity at their own levels. It is also easy to add some sort

of writing assignment or other extension activity for students who are ready for a

further challenge.

Resources

Teaching Books

Bullard, S., Carnes, J., Hofer, M., Polk, N., & Sheets, R. H. (1997). Starting Small:

Teaching Tolerance in Preschool and the Early Grades. Montgomery:

Southern Poverty Law Center.

Children’s Literature

Askar, S. & Munsch, R. (1995). From Far Away. Annick Press Ltd.

Cheltenham Elementary School Kindergartners. (2002) We are All Alike, We are All

Different. Scholastic, Inc.

Hamanaka, S. (1994). All the Colors of the Earth. New York: Morrow Junior Books.

Polacco, P. (1993). Mrs. Katz and Tush. Bantam Doubleday Dell Books for Young

Readers.

Articles

Baohm, J. & Ebbeck, M. (1999). Incorporating Multicultural Perspectives into

Teaching Approaches. (Electronic version). International Journal of Early

Childhood. 31 (1), 32-39. Retrieved April 1, 2007 from

http://eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=Rec

ordDetails&ERICExtSearch_SearchValue_0=EJ595621&ERICExtSearch_Se

archType_0=eric_accno&objectId=0900000b8001c537

Bouttek, G., Swick, K. & van Scoy, I. (1995). Family Involvement in Early

Multicultural Learning. (Electronic version) ERIC Digest. Retrieved April 3,

2007, from http://www.ericdigests.org/1996-1/family.htm

Mendoza, J. & Reese, D. (2001). Examining Multicultural Picture Books for the Early

Childhood Classroom: Possibilities and Pitfalls. (Electronic version) ECRP:

Early Childhood Research & Practice. 3 (2). Retrieved March 20, 2007 from

http://ecrp.uiuc.edu/v3n2/mendoza.html

Menkart, D. (1993). Multicultural Education: Strategies for Linguistically Diverse

Schools and Classrooms (Elecronic Version). NCBE Program Guide Series.

16. Retrieved March 20, 2007 from

http://www.ncela.gwu.edu/pubs/pigs/pig16.htm

Morrison G. (2007). Integrating Multicultural and Anti-Bias Education into Early

Childhood Programs (Electronic version). Early Childhood Education Today,

10th

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