Preschool Teachers’ Perceptions of and Responses to Differences: Disability, Family, and Racial/Cultural Variation

Abstract

The multicultural education movement has made tremendous progress towards the recognition and acceptance of diversity. More remains to be done, especially at the preschool level when children are just becoming exposed to and aware of differences. Specifically, three primary needs remain: 1) a clearer definition by teachers of what is meant by “difference,” 2) a better understanding of how multicultural principles are being translated into classroom activity, and 3) an evaluation of the above areas in light of the impact of the characteristics of the children, teachers, and preschool.

Preschool teachers and directors from Special Education, Headstart, public and private daycares completed a questionnaire in which their perceptions of and resources utilized in relation to diversity were assessed. Results indicated that children with “differences” should be treated like “children,” and that children with “differences” were defined by the majority as “children with and without disabilities.” Race related resources were utilized the most across all programs. The characteristics of the children, and programs, not those of the educators, were related to the definition of “difference,” and the resources implemented.

Key words:

• Preschool teachers
• diversity
• disability
• race/culture/family variation
• multicultural/special education