Diversity
We want to encourage diversity, which means we have an understanding that each individual is unique, and recognize our individual differences (Esquivel, Elam, Paris, & Tafoya, 2020). These can be along the dimensions of race, ethnicity, gender and gender identity, sexual orientation, socio-economic status, age, physical abilities, religious and spiritual beliefs, political beliefs, class, color, disability, immigrant status, national origin, or other ideologies. Diversity “is the exploration of these differences in a safe, positive, and nurturing environment. It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual” (Esquivel et al., p. 14).
Equity
Equity refers to the principle of fairness. While it is often used interchangeably with the related principle of equality, equity encompasses a wide variety of educational models, programs, and strategies that may be considered fair, but not necessarily equal. In other words, equity means making sure every student has the support they need to be successful (Esquivel et al., 2020, p. 16). Equity ensures parity in measures of success, access, retention, transfer, degree and certificate completion for all.
This image in figure 3.1 was created to show that equity isn’t the same as equality. In reality, this isn’t quite that simple. Typically what is creates inequity is systemic.
Figure 3.1: The equality versus equity image was created by AI through ChatGPT.
The National Association for the Education of Young Children has a 24-page position statement on advancing equity in early childhood education. Here are some excerpts and summaries of their recommendations (NAEYC, 2019).
It is important for all those in early childhood education to:
1. Build their awareness and understanding of their own culture, personal beliefs, values, and biases.
2. Recognize the power and benefits of diversity and inclusivity.
3. Take responsibility for biased actions, even those that are unintentional, and actively work to repair the harm done.
4. Acknowledge and seek to understand structural inequities and their impact.
5. View a commitment to cultural responsiveness as an ongoing process.
6. Recognize that much of the theory and research in ECE is largely based on the normative perspective of White, middle-class children with disabilities in English- language schools (Esquivel et al., 2020, p. 12).
Inclusion
Inclusion embodies the values, policies, and practices that support the right of every person and their family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for people with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality programs and services are:
· Access: providing access to a wide range of learning opportunities, activities, settings, and environments
· Participation: even if environments and programs are designed to facilitate access, some will need additional individualized accommodations and supports to participate fully
· Supports: an infrastructure of systems- level supports must be afforded to those providing inclusive services to children and families (Esquivel et al., 2020, pp. 18-19).
Code 3A.4- Express concerns regarding colleagues’ behavior, competence, fairness, ethics, or accuracy in a way that shows respect for personal dignity and diversity.
a. As long as children’s well-being is not at risk, we shall attempt to resolve the matter collegially and in a confidential manner.
b. b. If children are at risk or the situation does not improve after it has been brought to the colleague’s attention, we shall report the colleague’s unethical or incompetent behavior through official channels and/or to an appropriate authority.
When We Have Concerns 
People in education, often feel that they must always be “nice,” and have only positive feelings towards others, especially the families we serve. We may feel guilty about any negative feelings we may have toward parents. We may form strong attachments with the children in our care and have difficulty or feel concerns when parents are not handling situations the way we think it should be handle. It can be difficult to be supportive of parents when we have feelings of frustration, anger, or worry about the child’s well-being. These feelings need to be acknowledged and dealt with.
When we have concerns about parents’ behaviors, it is helpful to follow the PITC “Talking Points for Essential Connections: Acknowledge, Ask, & Adapt” (Mangione, 1995).
1. Acknowledge: Reflect and listen
• How do you recognize the need for communication with the other person? How does your attitude convey sincere interest and response? What can you say to the other person to communicate an awareness that there is a problem you need to jointly solve?
• Think about how you feel about this issue and get clarity on the reasons behind your feelings.
• Communicate awareness of the issue with the family.
• Convey sincere interest and responsiveness.
• Listen carefully to the other person’s concern.
• If you bring up the concern, do it respectfully with an attitude of wanting to understand the issue.
• Seek the other’s point of view without being critical, arguing, disagreeing or trying to solve the problem.
• Involve the family in seeking a joint solution
2. Ask:
• How can you get information that will help you understand more precisely the other person’s point of view?
• Learn About the Parent’s Point of View.
• Gather data and clarify.
• Try to get to the real sources for conflict or misunderstanding for the other person or for you.
• There is more than one way to ask something.
• It may be appropriate to ask directly and then follow with more questions to clarify. There may be other ways you can find out through observations or other means rather than asking direct questions, which sometimes are culturally inappropriate.
• Pay attention to verbal and non-verbal responses
• Restate what you think the parent is saying (active listening)
3. Adapt:
• How do you work with others to define the issues and boundaries of the problem? Do you seek “common ground” as the basis for negotiation? Do you open up a negotiation with the other person about what to do?
• Once the issues have been defined, seek out the common ground by stating your areas of greatest importance to each other.
• Listen carefully for areas of common agreement.
• Negotiate around areas of important agreements and boundaries.
• Come to a resolution that addresses the real/major issues. Sometimes we have to agree to disagree.
• Seek win-win solutions (Mangione, 1995, pp. 42-44).
Too often we can get stuck in our professional stance and hide behind our clipboard, our policies, or our regulations. We need to stop this practice of hiding and become more adaptive and responsive and willing to make compromises.
When dealing with conflict, sometimes things can get heated and one’s ability to tolerate anger is challenged. How do you tolerate anger?
• Do you freeze and shut down?
• Does it trigger old responses like when you were a child growing up?
• Do you revert back to old patterns of behavior without much thought?
• Do you become aggressive like the other person?
• Do you tend to become teary?
• Do you use humor to diffuse the situation?
As the professional you become the holder of the emotions. It is important for you to remain calm and become reflective instead of reactive. So, it is important to know how you react to anger. Again, it is good to know what makes you tick and what ticks you off. By understanding your own tendencies, you will be able to make a better plan of action in advance. If you tend to get angry, you can practice self-regulation coping skills such as: breathing techniques, counting to 10, internal self-talk. If you tend to freeze, you can practice what you are going to say in advance or make notes. Typically, coping techniques will help you control your emotions during a confrontation situation. Figure out which techniques work best for you.
Code 3A.5- Not participate in practices that discriminate against a colleague.
Our goal is not to discriminate against anyone, ever.
Code 3A.6- Not participate in practices that diminish our colleagues’ reputations or impair their effectiveness in working with children and families.
Gossip
Gossip is hurtful and unprofessional and can be seen as an act of aggression. We must not speak ill of our colleagues or employers. We recognize that it can feel satisfying in the moment to “speak our truth” about someone and let our tongue wag, but it will most likely backfire in the long run. Bad news and gossip can travel quickly. We must avoid speaking in ways that diminish our colleagues, and we must avoid listening to gossip. If no one listens, gossip cannot spread. We can politely remind the person to go directly and speak to the person they are having a conflict with, or we can even offer to accompany them for this conversation. It is important to never speak behind a person’s back, but to go directly to a person, if you feel there has been some offense. There are three phases or levels of attempt for resolution: one-on-one, with a mediator, and involving the governing body.
1. First, try to handle conflict directly (one-on-one), in private, and at a mutually convenient time. Sometimes we can clear up a situation just by asking for clarification, cleaning up a miscommunication, or sharing our feelings. It is wonderful when we can resolve an issue quickly and directly, but if this one-on-one approach does not work, use a mediator to help with the conflict.
2. Attempt to resolve the dispute with a mediator with conflict resolution techniques (See description below). Use a mediator that both party’s respect. Often a good leader can help come up with solutions that will work for both parties and/or can cause both parties to see each other’s point of view. Always follow administrative policies and any established chain of command. Work for a win-win solution. If the mediator approach with is not successful, go to the governing body.
3. Go to the Board of Directors, the owner, or the governing group (Board of Directors, School board, Human Resources, the owners, overseeing government agencies licensing or Child Welfare Services, etc.) that oversees the school policies and ask for a meeting in the rare instance a mediator cannot resolve the conflict. If there is potential for any legal issues, you may need to seek legal counsel.
A Note about Conflict Resolution
When using conflict mediation, choose one or two agreed upon people, who can be impartial, has a calming presence, knows the school’s administrative policies, communicates clearly, is able to compromise, has the ability to see how different aspects of a dispute are related, and has the ability to consider their own perspective as well as that of another person (can see multiple points of view). It is also helpful to use someone who has authority and access to resources to help with any needed compromises or solutions. At first, we may feel uncomfortable with the process of conflict mediation and need support to proceed all the way to a negotiated settlement, but with practice, we become increasingly capable of and more comfortable with solving conflict problems.
Mediation Process and Conflict Resolution
Studies show that people who participate in conflict mediation on a regular basis improve in their ability to engage in that process and become better able to resolve conflicts on their own. The following is a 7-step process (Kostelnik, Soderman, Whiren, Rupiper, & Gregory, 2015. pp. 381-382).
7-Step Mediation Process
Step 1: Initiate Mediation
Step 2: Clarify
Step 3: Sum up
Step 4: Generate Solutions.
Step 5: Agree on a solution.
Step 6: Set Action Items
Step 7: Follow through
Step 1. Initiate Mediation: Once a conflict arises, connect with both parties and schedule a mutually agreed on time to meet. Use a mediator that is an impartial observer who is respected by everyone. (Keep in mind that it’s not the mediator’s job to come in and automatically solve the problem. It is best if the solutions come directly from the involved parties.
Step 2. Clarify: Clarify perspectives by asking, “What happened?” Give both sides a chance to tell their version of the events/issue. It is best to start with the party that is most upset or feels they have been wronged the most.
Step 3. Sum Up: Reflectively listen, which means to summarize and repeat back what was said to make sure everyone was understood. Avoid using language with personal attacks and encourage the use of “I statements.” I feel _______ (fill in the blank), when this happens _________ (fill in the blank), because _________ (fill in the blank).
Sometimes a labeled feeling is all we need to be heard and let something go.
Step 4. Generate Solutions: This is good time to give guidance and remind the parties of any policies that might apply and ask for solutions and write them down. Hopefully they will come up with solutions that work for both parties, if not, well-timed suggestions from the mediator can facilitate this.
Step 5. Agree: Agreeing on a solution is sometimes easier said than done, but remember that the solution can also be established as a trial run. Some solutions can be outright rejected, but sometimes simply repeating a potential solution for the second time, can make it more agreeable. Think about the intended outcomes for all potential solutions, then write things down, cross things off when rejected, and reiterate what people have agreed upon. The possibilities need to be narrowed down to a workable solution. Once there is an agreed-on solution, write it out and make sure that have both parties are amenable. This can be verbally agreed upon or signatures might be required, including the mediator. The latter is a more formal process.
Step 6. Set Action Items: Reinforce the problem-solving process by listing action items. List the specific actions or items that needs to occur and set them in the order of priority. Revisions can be made to fine tune the solution at any point. Make sure everyone understands how to proceed going forward.
Step 7. Follow Through: Set a date and time to meet again and reflect on how the solution is working for everyone. An established timeline helps to keep the process moving forward. Follow-through at this point is crucial or the whole process can fall apart and conflict will return.
When Parents and Staff Disagree
According to Brault and Gonzalez-Mena (2007), parents and staff sometimes hold very strong views about how children are supposed to be cared for. These deep-seated ideas are entrenched in each of us and remain mostly subconscious until challenged by a conflicting view. There are four outcomes to cultural and individual conflicts.
1. Resolution through mutual understanding & negotiation
• Both parties see the other’s perspective and give a little or a lot
• These conflicts result in a “win-win” negotiation with movement from both sides
2. Resolution through teacher education
• Educator sees the family’s perspective
• Educator changes
3. Resolution through family education
• Family sees the educator’s perspective
• Family changes
4. No resolution
• Agree to disagree and learn to cope respectfully
• Neither party changes and the conflict continues
B- RESPONSIBILITIES TO EMPLOYERS
We shall:
Code 3B.1- Follow all program policies. When we do not agree with program policies, we shall attempt to effect change through constructive action.
Disagreements can happen at anytime, but if there is a problem with program policies, this fundamental issue needs to be addressed. The steps put forth above for conflict resolution and mediation can be practiced here too. However, if an agreement is not reached, this may result in the termination of the employee or a resignation and job change. Sometimes parties disagree on how to operate, and it can be best to part ways. Hopefully, if this occurs, this can happen without hard feelings and backlash.
Code 3B.2- Inform the program’s administration or, when necessary, other appropriate authorities, when we have a concern about circumstances or conditions that impact the quality of education and care within the program.
With time, education, and experience we may have concerns about the educational environment or conditions. Following the previously discussed steps for what to do when we have concerns will be helpful when addressing concerns with your employer. If an agreement is not reached, this may result in the termination of the employee or a job change. When there are concerns about the safety and well-being of the children, there may also be a need to notify appropriate authorities, such as licensing, Child Welfare Services, law enforcement agencies, etc.
Code 3B.3- Speak or act on behalf of an organization only when authorized by that organization; and take care to acknowledge when we are speaking for the organization and when we are expressing a personal judgement.
It is important to follow the agency’s chain of command. Be sure to know who is authorized to speak on behalf of the agency or employer. We must also be aware that our personal beliefs can have an impact on the agency and/or our coworkers. Although we have freedom of speech, it is wise to be sensitive when expressing (stating, writing, texting, or posting) controversial opinions. It is best to be kind and think about the intended reactions to our opinions. People have been fired for expressing hurtful comments on social media, it is best to avoid this dilemma andchoose our words carefully.
Code 3B.4- Be familiar with laws and regulations that serve to protect the health and safety of children in our programs and be vigilant in ensuring that these laws and regulations are followed.
Keep up to date on licensing regulations, health regulations, safety regulations, and current laws for mandated reporters. (A mandated reporter is a person who is legally required to report suspected or known abuse or neglect. This obligation applies to professionals who work with and have regular contact with children. Typically, mandated reports include teachers, healthcare workers, counselors, social workers, and clergy.)
Code 3B.5- Not participate in practices that are in violation of laws and regulations designed to protect the health and safety of children in our programs, and in the case that we become aware of such violations, we shall take appropriate action consistent with this Code.
We must NEVER participate in practices that break the law and/or regulations. If we become aware of violations, and there are concerns about the safety and well-being of the children, we must notify appropriate authorities, such as: State Licensing, Child Protection Services, or local law enforcement agencies.
