Script
Cultural Sensitivity
Slide 1: Title Page
Welcome to the “First 3 Years Digital Learning Initiative”. This is a 10 part series offered
online for professionals who want to obtain continuing education specific to infant mental
health and early childhood development. The phrase “Infant Mental Health” can be
confusing and even harsh on the ears of the average person. Whether they know it or not,
child care providers are instrumental in providing a sound environment to create optimal
mental health for the infants in their care. In this case, “health” actually means well-being,
and in this training we will dive into the foundations of infant mental health and the
importance of identifying the infant mental health implications in the work you already do
with children. Using the encompassing and focused lens of infant mental health, child care
providers are able to see development as it relates to cognitive, social, and emotional
growth. Young children learn and develop within the context of relationships and so as we
move through this series, it is important to reflect on the power of nurturing, responsive,
and intentional interactions in your work with infants and toddlers.
In order to develop the “whole –child” providers must fully embrace the cultural context in
which the child is growing. Engaging with families in a language they can understand,
creating a culturally competent environment, and remaining sensitive are all just the
beginning. During this training we will define culture and describe the three elements of
culture. Also we will explore how cultures may differ and how we can adapt to meet the
child and family’s needs.
Slide 2: This Program Was Made Possible by the Generous Support of:
The Dallas Foundation
Harold Simmons Foundation
Horace C. Cabe Foundation
Houston Endowment
M.B. and Edna Zale Foundation
Slide 3: Who is the Texas Association for Infant Mental Health? (TAIMH)
The Texas Association for Infant Mental Health, also known as TAIMH, is the only nonprofit organization in Texas focused on the social and emotional development of infants,
toddlers, and their families.
We believe that infants and toddlers learn and develop through the context of relationships
and we are committed to spreading research and best practices around Infant Mental
Health to those working with infants, toddlers, and their families.
Slide 4: What is Infant Mental Health?
Infant Mental Health is rooted in the understanding that developmental outcomes emerge
from infant characteristics, caregiver-infant relationships, and the environmental contexts
within which infant-parent relationships take place.
Infant Mental health can be defined as the developing capacity of a child from birth to age 3
to:
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Experience, regulate, and express emotions
Form close and secure interpersonal relationships and
Explore the environment and learn.
Infant Mental Health is synonymous with healthy social and emotional development.
When we talk about Infant Mental Health, we are talking about the importance of
relationships for the developing child. We recognize that nurturing, responsive, and
consistent care is essential to a young child’s mental health and forms the foundation for
lifelong positive or negative mental health.
Furthermore, we acknowledge that the state of an adult’s emotional well-being profoundly
affects the quality of the infant-caregiver relationship and ultimately the development of
the child.
Slide 5: Why is Infant Mental Health Important?
Infant Mental Health is important because we know that a child’s risk for negative
outcomes increases when it is absent.
Infant Mental Health serves as the basis for all other development, including cognitive
development, the development of pre-literacy skills, and the development of positive peer
relationships.
Indicators of infant mental health such as secure attachment relationships and healthy
social-emotional development in young children are associated with:
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A greater probability of completing high school,
Lower risk of incarceration
Greater overall happiness and emotional health and
The ability to develop and sustain healthy relationships with others.
Slide 6: What does TAIMH do?
The work of TAIMH includes Education, Advocacy & Collaboration, Outreach, and Support
and Endorsement for Professionals.
For more information, visit: www.taimh.org
Slides 7: How to View This Presentation
The digital learning module you are about to view describes key areas of infant and toddler
mental health.
Although we use the word “caregiver” throughout the presentation, we recognize that the
terms caregiver, teacher, care provider, and early childhood educator may all be used to
describe those who work with infants and toddlers.
Finally, while our goal is to present current evidence that supports best practices in early
childhood care and education, we recognize that new information is constantly emerging.
A list of relevant references can be found at the end of this module.
Slide 8: Cultural Sensitivity (Title Page)
This presentation is meant to explore what it means to be effective working crossculturally. We all have our own beliefs, values, and practices that shape who we are and
how we see the world around us. They also shape how we interact with others.
When we talk about being culturally competent or culturally sensitive it is not necessary
that one approves or alters their efforts to work compassionately with children, but it does
require that one be open and curious not only how other cultures view child-rearing, but
also why they feel that way.
Slide 9: Learning Objectives
In this module, you will learn about cultural sensitivity in early childhood settings. Upon
completing this module, you will be able to:
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Define culture and describe the three elements of culture.
Discuss how cultures may differ along the dimensions of context, individualism
vs. collectivism, uncertainty avoidance, proxemics, kinesics, and paralanguage.
Discuss the benefits and challenges of dual language learners.
Describe several pathways to cultural sensitivity.
Discuss strategies for effective communication with families when you do not
share the same language.
List strategies for making a child care setting culturally competent.
Slide 10: What is Culture?
As our local communities continue to welcome individuals from diverse backgrounds, it is
becoming more important for caregivers to recognize their own culture and embrace the
cultures of the families they serve.
Culture is the underlying framework that defines individual behaviors. Culture begins to be
learned from the moment one is born. One’s family, community, religion, race, country of
origin, and economic status all impact one’s culture and affect the way an individual views
the world. One’s own culture will define what one’s values, attitudes, and behaviors are in
all settings.
Think about the way your parents have raised you and how it affected who you have grown
up to be.
Did your parents incorporate your religious beliefs into every aspect of your life?
Did your family believe that older family members should be included in all major
decisions of your nuclear family?
Slide 11: Elements of Culture
There are 3 Major Elements of Culture.
The first is values. Values are generally held beliefs that define what is right or wrong.
Values are held both consciously and unconsciously and help specify our general
preferences.
The second element of culture is attitudes. Our attitude helps to frame our reactions
toward a certain way of thinking based on our values. For example, parents attitudes
regarding co-sleeping.
Lastly, we have behaviors. Behavior refers to the way in which one acts or conducts oneself.
With Behavior it can be small idiosyncrasies such a tendency among Latin Americans to
touch more during conversation or Japanese people to stand very far apart. Behavior often
gives us clues on how to begin building good communication with families.
In addition to the elements of culture, there are many aspects to culture that are important
to keep in mind. We will discuss these in the coming slides. It is important to note that
while learning about the different aspects of culture will help you to interact with
individuals from other cultures, understanding other cultures comes from interactions and
learning about why families do things the way that they do.
Slide 12: High vs. Low Context Cultures
Cultures can be considered as either high or low context cultures. This is based on the role
and importance of non-verbal cues.
In high-context cultures, non-verbal messages are full of meaning and it is often important
to read between the lines. One must pay attention to any and all cues the individual may be
sending, as well as any cues you may being sending them, even subconsciously. For
example, are you in a rush? Can this be read on your face, in your hands, or in your eyes?
Are you looking at the clock? Traditionally, European countries, Asia, and Mexico are
thought to be High-Context Cultures.
In low context cultures, intentions are verbally expressed and opinions are defended
openly. Meaning should be explicit and not taken for granted. The meaning of words and
behavior doesn’t change according to situations.
In dealing with low-context cultures it is important to note the importance of being explicit
up front and making sure that you mean what you say and are verbally expressing this. The
US is traditionally thought of as a low-context culture.
Slide 13: Individualism vs. Collectivism
Individualism vs. collectivism refers to how much value is placed on individual
achievements vs. that of the collective whole. This will greatly affect how decisions are
made. Are they made at the individual level or at the group level? For example a mother
from an individualistic culture may immediately agree for her child to begin Early
Intervention Services while a mother from a traditionally collectivist culture will want to
discuss and process the decision with other extended family members. This is important to
keep in mind when working with families with a collectivist outlook. They will need
additional time to discuss things with their families and should not be rushed. This may
cause a delay in how and when you think that action should be taken.
Slide 14: Uncertainty Avoidance
Uncertainty avoidance refers to how open one is to new ideas and situations. It can also
refer to how much risk one is willing to take. For families with low uncertainty avoidance,
such as Singapore and Hong Kong, it will be easy to engage them in new activities or
interventions that are unfamiliar. Families who come from high avoidance cultures, such
as Japan, Mexico, and Turkey will be less open to trying new ideas. To help these families
embrace new learning situations, it is helpful to bring materials from outside sources that
reinforce the work you are doing.
Slide 15: Proxemics, Kinesics, and Paralanguage
Proxemics refers to a culture’s accepted norms of personal space. In the US, individuals
prefer more personal space (1.5 - 4 feet) when interacting with others. When this space
begins to shrink, it can stir up feelings of fear, violation, flight, and even annoyance. This is
in stark contrast with other cultures such as Latin Americans, Africans, Arabs, Indonesians,
and even the French who prefer a much closer space for conversation. Often times, when
someone enters your personal space, you take a step back. However, this can actually seem
offensive or insulting to individuals who do not need the extra space.
Kinesics refers to bodily movements such as posture, gestures, smiles, and eye contact. It is
human nature to read the cues of others based on what those cues mean to our society. For
example, for some people, eye contact is seen as a sign of engagement and interest in
conversation while to others it can come across as intimidating and/or challenging
authority. This dynamic has played out between black and white Americans. Smiles may
also be interpreted differently. In the US, a smile indicates positive affect while many Asian
cultures will smile out of discomfort or embarrassment.
Paralanguage refers to verbal cues outside of traditional speech such as loudness of voice,
pause, hesitation, and inflection. Some people use more pauses during conversation than
others, often as a time to think.
It is important to note that cultural norms vary even within communities.
Slide 16: Dual Language Learners
The term “Dual Language Learners” refers to children birth to five years of age who are
acquiring more than one language. In the United States, there are more than 11 million
dual language learners, of which approximately 80% are Spanish speaking. Dual Language
Learners have often been viewed as challenges in the classroom who must “learn English
quickly” so as not to fall behind. Dual Language Learners will often take longer to reach
verbal language developmental milestones than their peers. However, new research tells us
that Dual Language Learners have several benefits over monolingual language learners.
These include cognitive advantages such as increased executive function abilities relating
to working memory and self-control and mental flexibility. With regards to socialemotional development, dual language learners show more pro-social competencies when
compared with their monolingual peers.
Slide 17: Pathways to Cultural Sensitivity
Now that you have a framework for understanding different cultures, we will explore
different strategies for working cross-culturally.
The first and most important part of working cross-culturally is to understand one’s own
history and biases and how they may affect our interactions with others. If we are
oversensitive toward certain parenting techniques, why might that be? Are we making
assumptions about others that are not well grounded and why?
Pause to reflect on this scenario:
A little boy joins your classroom with unkempt hair and dirty clothes. What is your first
reaction? What else could be the cause of his appearance?
The second technique is to always try and use a lens of understanding when dealing with
clients. Listening is a very important skill here. In many cultures, for one to learn from
someone or allow someone else to help them, there needs to be some baseline of
friendship, some understanding of what the relationship means to them. If you are
unwilling to listen and unwilling to show that you care about and respect the whole person
even though they are different, you will not gain the respect you need to create a
relationship that transfers knowledge. Also, when you show you are actively listening,
families are more inclined to share key pieces of information that may solve a puzzle.
Third: Recognize and respect knowledge that may seem unusual. It is important to listen to
the stories the families tell you. Listen to what they say about their child and how they say
it. Remember that parents are the experts of their own child and through them we can
learn more about what strategy will be most successful. Listen carefully to why families
feel and think the way they do. Which of their traditions supports healthy early childhood
development? Remember that learning is a two-way street.
Slide 18: Pathways to Cultural Sensitivity (continued)
Fourth: Keep in mind that communication does not necessarily equal understanding. How
many times have you said something to a loved one that went straight in one ear and out
the other? You communicated to them and they heard your words but they did not grasp
the meaning, therefore there was no understanding. What creates understanding is for you
to slow down, take the time to listen to the parent and then paraphrase back to them what
you think they said. Ask them to do the same for you.
Fifth: Behave in ways that encourage cultural acceptance. When possible, accept food and
drinks offered to you by clients. It is often either a) a test of acceptance or b) a way to say
thank you. By accepting their food, you show that you accept them. By rejecting their food,
it can feel as though you are rejecting them and their traditions.
Reserve judgment of hygiene. All families have different views of hygiene and different
budgets for hygiene. Reserve judgment except in cases of neglect.
Learning about the important holidays your families celebrate is a great way to discover
who they are and have families become actively involved in activities such as parent-child
engagement events or holiday parties. Dia de Los Muertos, or Day of the Dead, is often
celebrated in Mexican homes and can be a great way to engage your families of Mexican
origin. Pot Lucks are also a great way to share family and cultural traditions.
Sixth: Respect family structures. Remember that for some decision making may be a group
process. What are you doing to involve non-visible family members?
Slide 19: Pathways to Cultural Sensitivity (continued)
Seventh: Using “People First Language” means to use words that identify someone as an
individual. Use words that empower a person rather than the condition. For example, a
young child with Autism vs. an Autistic child.
Eighth: Remember that language is the primary form of communication and it matters.
When possible, communicate with parents in their native language. Use an interpreter if
necessary and available. Learn to say basic words such as hello, thank you, and goodbye in
the client’s language. Don’t forget both the positive and negative power of body language
Slide 20: Pathways to Cultural Sensitivity (continued)
Ninth: Allow time for accurate interpretation. Remember that some people take longer
than others to think through decisions. Allow time for silence so that others can process
what has been said. Do not equate poor grammar or mispronunciation with a lack of
intelligence. When you are unsure about understanding, assume that you do not
understand, and ask for clarification.
Slide 21: Techniques When You Do Not Share the Same Language
Not sharing the same language as a parent does not mean you cannot have meaningful
communication together. The following techniques are helpful for limited English
speakers.
Use clear, slow speech. This is NOT the time to use complicated words. Use basic words
you would use with a toddler. Repeat yourself often. Use multiple basic words to describe
the same thing, for example: The chair is little. The chair is small. The chair is not big. The
chair is not large. This will give the parent an opportunity to catch a word they do know for
understanding. Use simple sentences. Make them short. Use visual reinstatements such as
charts and diagrams to help communicate your point! Demonstrate what you would like
them to do or what you are talking about.
Slide 22: Making the Setting Culturally Competent
By age 2-3, children begin to notice and evaluate the differences and biases of race, gender,
and mental or physical abilities. It is important that your classroom reflect acceptance.
Have posters on the wall that show children of all races and abilities. Have posters that
show children engaging in activities across stereotypes. For example, show a boy playing
house and a girl building with blocks. Have dolls of all skin tones. Play music from around
the world. Let children explore different beats, rhythm and instruments. Invite parents to
share age-appropriate music from their homes and bring their traditions and holidays into
the classroom. Make sure you have a variety of careers on display and in the dramatic play
area. Many classrooms feature policeman, fireman, and doctor outfits. But what about the
child who wants to be just like their dad who is a construction worker?
Make sure that the books in your classroom reflect diversity. Make sure the crayons and
markers you have available for children reflect all skin tones. You can purchase special
skin tone sets.
Slide 23: Ideas to Take Away
Key Points for Meaningful Cross-Cultural Communication:
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Strive first to understand, then to be understood
Participate in active listening
Be aware of cultural bias
Understand that there is always a history, and it is of value to the relationship
Realize that language (verbal and non-verbal) matters
Slide 24: References
Slide 25: TAIMH Advisory Board
 Sarah Crockett, MSW
 Deborah Diffily, PhD
 Barbara Einsohn, M.S., IMH-E(IV)
 Sadie Funk, M.S., IMH-E(IV)
 Susan Meriwether, M.A., IMH-E(IV)
 Patty Miller M.S., C.C.L.S., IMH-E(IV)
Credits:
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Cynthia A. Frosch, PhD
Kristine Tolentino-Plata
Heeseon Choe, M.Ed.
Letitia Bledsoe
Rafael Jimenez