Multicultural Perspectives in Early Education
I. Course Prefix/Number: ECE 242
Course Name: Multicultural Perspectives in Early Education
Credits: 3 (3 lecture; 0 lab)
III. Course (Catalog) Description
Course introduces culturally responsive/anti-bias practices in early education. Focus on developing conceptual framework and practical application of these practices. Content includes race and gender identity, development of bias and stereotyping in young children, the impact of racism and sexism on young children, and developmental differences.
IV. Learning Objectives
Students who successfully complete the course will
- Have an understanding of the varied approaches to multicultural education at the early childhood level
- Have a clearer understanding of their own race and ethnicity
- Have an understanding of the roles o racism and sexism in a cultural pluralistic nation
- Have a clearer understanding of their own attitudes about bias and diversity, with particular regard to young children and their families
- Be able to describe the development of race awareness in young children
- Be able to describe the various theories of gender identity development in young children
- Be able to describe the developmental nature of bias and stereotyping, and how these develop in young children
- Be able to describe the influence of race, ethnicity, gender and ability on child behavior, learning and self-concept
- Be able to create a culturally responsive early childhood classroom atmosphere through activities and interactions
- Be able to apply culturally responsive perspectives to interactions with parents and community members
- Demonstrate a greater understanding of common issues in early childhood education, specifically as they relate to multicultural/anti-bias education (value orientations, learning styles, communication styles, toilet training, attachment and separation, care giving routines, child guidance, lay, and socialization.)
V. Academic Integrity and Student Conduct
• plagiarism (turning in work not written by you, or lacking proper citation),
• falsification and fabrication (lying or distorting the truth),
• helping others to cheat,
• unauthorized changes on official documents,
• pretending to be someone else or having someone else pretend to be you,
• making or accepting bribes, special favors, or threats, and
• any other behavior that violates academic integrity.
There are serious consequences to violations of the academic integrity policy. Oakton's policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years.
Please review the Code of Academic Conduct and the Code of Student Conduct, both located online at
VI. Sequence of Topics
- Understanding Culture and Ethnicity in a Pluralistic Nation
- Increasing Multicultural U. S. Society
- The Challenge of Understanding Bias, Racism and Stereotyping
- Multicultural Education: Curriculum and Teaching Concerns
- Approaches to Multicultural Education
- Understanding Cultural Diverse Learners
- Activities and Interactions
- Individual and Cultural Differences
- Exploring One’s Own Racial and Ethnic Identity
- Exploring One’s Own Perspectives about Bias and Diversity
- Race Identity and Awareness in Young Children
- Gender Identity and Awareness in Young Children
- Development of Bias and Stereotyping in Young Children
- Influence of Race, Ethnicity, Gender and ability Issues on Child Behavior, Learning, and Self-Concept
- Culturally Diverse Parents and Families
- Value Orientations
- Child-Rearing Practices
VII. Methods of Instruction
Active class discussion, text and supplementary readings; videos; collaborative projects; observations; written assignments.
Course may be taught as face-to-face, hybrid or online course.
VIII. Course Practices Required
Regular attendance and class participation are mandatory for this of course. All class activities, including large group discussion and small-group presentations and projects are a necessary part of the student’s understanding of the course material. Tardiness and/or absenteeism will adversely affect the student’s final grade. Students are expected to take this requirement seriously.
Students are responsible all reading assigned and are expected to be prepared to discuss assigned readings in class.
Written assignments must be typed and turned in on time, and will be accepted only one class session following the due date. Late assignments will automatically be graded down one letter grade.
Neatness, spelling, grammar, clarity, writing level, and adherence to assignment requirements will be considered in grading assignments. Students are expected to proofread assignments prior to submittal. All assignments must be original, with credit given to any ideas that are not the student’s own (authors, researchers, etc.). Sources must be cited in bibliographic form. (Refer to Academic Integrity section for more information.
Students are reminded that grades are based upon meeting certain criteria. They are not given – they are earned.
Course may be taught as face-to-face, hybrid or online course.
IX. Instructional Materials
Anti-Bias Curriculum: Tools for Empowering Young Children, Derman-Sparks, 1989, National Association Education for the Education of Young Children
Multicultural Issues in Child Care, Gonzalez-Mena, Janet 1993, Mayfield Publishing Company
X. Methods of Evaluating Student Progress
Evaluation will be based upon attendance, participation, and the student’s performance on any presentations, written assignments, and collaborative work. Evaluation of participation will also take into account the student’s behavior toward t he instructor as well as fellow students.
Assignment Due Date
A = 90 – 100
B = 80 – 89
C – 70 – 79
D = 60 – 69
F = below 60
XI. Other Course Information
If you have a documented learning, psychological, or physical disability you may be entitled to reasonable academic accommodations or services. To request accommodations or services, contact the Access and Disability Resource Center at the Des Plaines or Skokie campus. All students are expected to fulfill essential course requirements. The College will not waive any essential skill or requirement of a course or degree program.
Oakton Community College is committed to maintaining a campus environment emphasizing the dignity and worth of all members of the community, and complies with all federal and state Title IX requirements.
Resources and support for
- pregnancy-related and parenting accommodations; and
- victims of sexual misconduct
Resources and support for LGBTQ+ students can be found at www.oakton.edu/lgbtq.