Full Participation Segment 2 Homework
Your Name Here: _________________________________________________
Assignment #1: Supporting Ramon’s Full Participation
DIRECTIONS: Read the information below, then complete the chart on page 2 to show how you
would support Ramon if he were a student in your preschool classroom. Please also read the additional
information you have about Ramon in the Personas handout (in your course folder).
The next two images show, based on New Mexico’s Early Learning Guidelines, what we might expect a
four-year-old to know and be able to do.
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Provide examples of how you would support Ramon’s full participation in each of the categories listed
below. Please provide at least two examples for each category.
How would you support . .
Ramon’s chronological
development, and
specifically his language
and social-emotional
growth
Evidence-based Practices and Strategies
Ramon’s continued growth
and development in his
home language
Ramon as an individual
learner with preferences
and interests
Engage and collaborate
with Ramon’s family to
support his learning and
development
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Assignment #2: Supporting Henry’s Full Participation
On a smart phone, tablet, or computer, enter this URL to access a video called Henry Gets Around.
The URL is https://www.cde.state.co.us/resultsmatter/henrygetsaround-player
You’ll see Henry demonstrate a wide range of movement skills, including walking, climbing, running, and
jumping, while supported by his ankle-foot orthosis and occasionally using a wheelchair.
Consider what it might be like if Henry were a student in your preschool classroom. Please share your
thoughts below about how you would support Henry’s safety and full participation in your classroom.
 How might you need to adjust the space?
 How might you need to create safeguards if Henry should fall? Or supports for him to grab onto?
 What might be the advantages to the other children of making these changes?
 How would you support Henry’s social-emotional development along with his physical safety and
development?
YOUR IDEAS HERE
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Full Participation Segment 2 Homework
Assignment #3: It’s hard to be what you can’t see
DIRECTIONS:
1. Review the children’s books that are available in your classroom. As you look through them, consider
who the children in your classroom are. Use the checklist on the next page to help you think about
different dimensions of full participation to look for.
2. Who or what’s missing from your current collection of children’s books. Make a list of the qualities or
attributes you did not find below.
3. After your successful completion of the full participation course, you’ll receive a small stipend that
could be used to purchase children’s books or other classroom materials that support the full
participation concepts. On page 6, you’ll find information about several collections of children’s
books in categories that mirror the categories of full participation. This might be a place to get ideas
for books you need in your classroom to help support each child to see what they can be.
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Checking for Full Participation in Children’s Books
CHARACTERISTICS + # *
YES
NO
N/A
COMMENTS
1. Look at the illustrations. Do you see stereotypes or tokenism?
2. Check the story line. Are the issues and problems current and relevant?
3. Look at the lifestyles. Do they support or refute stereotypes?
4. Look at relationships among the characters. How are different families
depicted?
5. Look at how the characters treat each other. Do characters model views
or actions that you would like children to emulate?
6. Look at the roles of adult characters who are diverse. Are they treated
like mature, capable individuals? Or like children?
7. Look at the roles of the individuals who are diverse. Are these
characters shown as active and capable? Or sad and helpless?
8. Note the heroes. Are there also heroines or sheroes?
9. Consider the effect on a child’s self-image. Are there one or more
characters with whom a young child who is diverse can readily identify in
positive and constructive ways?
10. Consider how the educational value of the story. Will it help to expand
a child’s world view? Will it build knowledge of other cultures and lifeways?
11. Watch for loaded words. Is person-first language used (e.g., a child with
a disability)? Is current and preferred terminology used? HINT: Look at the
copyright date. Sometimes older books have outdated terminology or images.
12. Consider the author’s or illustrator’s background. What unique
perspectives do they bring to their work?
This checklist was adapted by Camille Catlett and Sue George from the sources listed below.
+ Derman-Sparks, L. and the A.B.C. Task Force. (1989). Anti-bias curriculum: Tools for EMPOWERING young children. Washington, DC: NAEYC.
# Ten quick ways to analyze children’s books for sexism and racism (http://www.birchlane.davis.ca.us/library/10quick.htm)
* Barnes, E., Berrigan, C., & Biklen, D. (1978). What’s the difference? Syracuse, NY: Human Policy Press.
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CHILDREN’S BOOKS
African-American
28 Black Picture Books That Aren’t About Boycotts, Buses or Basketball
https://scottwoodsmakeslists.wordpress.com/2016/01/30/28-black-picture-books-that-arent-about-boycotts-buses-orbasketball/
Top 100+ Recommended African-American Children’s Books http://aalbc.com/books/children.php
Anti-Bias/Social Justice
10 Books That Empower Kids to Stand Up and Speak Out
http://www.readbrightly.com/10-books-empower-kids-stand-speak/
35 Picture Book for Young Activists
http://www.allthewonders.com/books/thirty-five-picture-books-for-young-activists/
Culturally Responsive
Selecting and Using Culturally Responsive Children’s Books
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/fcp/docs/selecting-culturally-appropriate-books.pdf
Diverse Family Structures
50+ Picture Books About Mixed Race Families http://coloursofus.com/picture-books-about-mixed-race-families/
Children's Books that Include Diverse Family Structures
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/family/docs/lgbt-children-books.pdf
Dual Language Learners
Culturally Relevant Books in the ELL Classroom
http://www.colorincolorado.org/article/culturally-relevant-books-ell-classroom
Gender
12 Children’s Books that Challenge Traditional Gender Roles
http://humaneeducation.org/blog/2012/06/11/12-childrens-picture-books-that-challenge-traditional-gender-roles/
Children’s Books that Break Gender Role Stereotypes http://journal.naeyc.org/btj/200303/Books4Children.pdf
Looking at Gender Identity with Children’s Books
http://www.welcomingschools.org/pages/looking-at-gender-identity-with-childrens-books
Hispanic/Latino
Latinas Who Made a Difference http://www.colorincolorado.org/booklist/latinas-who-made-difference
Board Books and More: Hispanic Heritage
http://www.colorincolorado.org/booklist/board-books-and-more-hispanic-heritage
Indian/Native American/First Nation
Indians in Children’s Literature: Best Books
http://americanindiansinchildrensliterature.blogspot.com/p/best-books.html
Native Women’s History: American Indian Heritage
http://www.colorincolorado.org/booklist/remarkable-girls-women-american-indian-heritage
Social-Emotional Development/Challenging Behavior
Center on the Social and Emotional Foundation for Early Learning (CSEFEL) Children’s Book List
http://csefel.vanderbilt.edu/documents/booklist.pdf
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