An ethnographic case study of two mainstreamed, multicultural day-care centers was conducted over a school year. Children's responses to formal and informal curricula dealing with aspects of human diversity (e.g., race, ethnicity, gender, and exceptionality) were analyzed, as were children's interaction patterns. Although both programs emphasized acceptance of individual differences, few planned activities dealt with race or cultural diversity. Programs were seen as more consistent with a human relations approach and not fully implementing education that is multicultural. The use of nonsexist language and nonbiased materials and teachers' attempts to prevent gender stereotyping were found to have positive, though limited, effects. Children at both centers appeared to accept their mainstreamed peers, with cross-ability interactions improving over the year. Issues in early childhood applications of education that is multicultural are discussed.
ASJC Scopus subject areas
- Urban Studies