As you have been learning, the culturally responsive, individually appropriate curriculum requires careful attention to values and attitudes, individual children, the classroom community, and how the

Culturally Responsive and Individually Appropriate Curriculum

Assessment and Interview Form

Name and Type of Program:

Ages of Children Served:

Before you begin, thank the professional and provide a brief overview of your assignment.

Part 1: Observation

For each of the following factors, indicate supporting evidence in the right-hand column. If absent, please indicate. Add the two factors you have chosen at the bottom of the chart.

Note: It may be difficult to observe all of the factors below in the short amount of time you will be in this setting. If you do not see any of the factors below, make a note to ask the teacher in your interview about whether they are a part of the program. Your interview should provide you with much more information to round out your view of the ways in which this program is culturally responsive and individually appropriate.

Factor*	Evidence
Pictures, posters, and other materials reflect the cultures and ethnic backgrounds of children and families served in the program or setting
Pictures, posters, and other materials reflect children and adults with varying abilities in natural situations
Props for the dramatic play/housekeeping area are culturally diverse and authentic (e.g. dolls, clothing, cooking utensils, household articles, furniture)
The book/literacy area has photographs, fiction, and nonfiction books that reflect the different cultures and abilities of children and families served in the program or setting
Table-top toys and other play accessories that depict people are representative of the various cultural and ethnic groups both within community and the society in general
Teachers share unbiased books that expose children to various life experiences of cultures, ethnic groups, and varying abilities other than their own
Meals provided include foods that are unique to the cultural and ethnic backgrounds of children and families served in the program or setting
If the program or setting consists entirely of children and families from the same cultural or ethnic group, the environment and activities reflect the cultural diversity within the society at large
If program or setting consists entirely of children and families who have little variance in abilities, environment including books, posters, etc. reflect varying abilities within the society at large
A variety of choices are provided based on children’s interests and capabilities
Objects in and areas of the environment are accessible to all children regardless of ability, needs, or background
The curriculum provides children with many options to communicate knowledge and skills participation supported through each child’s preferred mode of communication
Participation is supported through each child’s preferred mode of communication
Activities are presented in a manner that supports full participation of all children
[The additional factor that you have chosen to observe]
[The additional factor that you have chosen to observe]

Part 2: Questions for the Professional

Professional’s Role in Program:

Interview Questions:

What do the terms culturally responsive and individually appropriate mean to you?

In what ways do you work to support the development and learning of every child in your classroom?
What specific policies or practices do you use to make sure that every child feels valued and is included in your environment? Are there specifics you would like to share that pertain specifically to policies and practices with regard to children and families who are culturally, linguistically, and ability diverse?
What do you see as benefits and challenges associated with planning, implementing, and assessing a culturally responsive, individually appropriate curriculum?

Are there any experiences and/or insights you would like to share regarding culturally responsive and individually appropriate curriculum? Ways you have grown? Challenges you have overcome? Biases that have impacted you? Stories you would like to tell that have made your work rewarding?

*Factors in observation form adapted from

Darragh, J. (2010). Introduction to early childhood education: Equity and inclusion. Upper Saddle Ridge, NJ: Pearson

Goode, T. (2009). Promoting cultural & linguistic competency [Checklist].
Retrieved from http://www11.georgetown.edu/research/gucchd/nccc/documents/ChecklistEIEC.pdf