Nevada Pre-Kindergarten Standards

Culture, Diversity and Language
Culture, diversity and language are important issues in early childhood classrooms. Providing a classroom that is
rich in language and that embraces the culture of the program is key to helping children develop positive culture
identity (Derman-Sparks, Edwards, 2009). Young children begin to develop a greater understanding about themselves,
their families and their communities in classrooms that foster this approach. Providing children with opportunities
to learn about other cultures gives them experiences where they can learn about the similarities and the differences
among them.
Modeling respect for each other, tolerance, and acceptance of different points of view helps young children to
understand and promotes a true anti-bias classroom. Understanding and respecting others will help to develop a
compassionate attitude.
Early childhood programs that model acceptance and respect of a child’s native language will help them to feel more included in the classroom.
A program that supports the use of a child’s home language sends the message that their culture is important while exposing them to an enriched
bilingual environment. Language barriers exist when we fail to provide support for children to be successful (Howes, 2009).
What is High-Quality Pre-K?
When you walk into a high-quality pre-kindergarten program, you immediately see that learning is taking place. Children
are engaged in small groups reading books, building interesting structures with blocks, and determining what sinks and
what floats at the water table. Teachers are asking questions, rewarding successes and guiding learning. The room has a
sense of purpose, organization, and excitement.
High-quality Pre-K classrooms can be found in many settings: child care centers, schools, faith-based centers, and
Head Start Programs. However, without a commitment from states to building and supporting high-quality systems,
families often struggle to find well-designed programs that prepare their children for kindergarten, elementary school,
and beyond.
Research shows that children who attend high-quality Pre-K programs perform better in school. They have more
advanced language and math skills and enter kindergarten with an understanding of the classroom environment. The National Institute for Early
Education Research (NIEER) has created a ten-point checklist that evaluates the quality of Pre-K programs nationwide. The key components of a
high-quality program include:
Well-Educated Teachers: The professional development of teachers, both before they enter the classroom and once they are there, is intimately
related to the quality of early-childhood programs. The most effective Pre-K teachers have earned bachelor’s degrees and have additional,
specialized training in early-childhood education. Once hired, Pre-K teachers who receive salaries and benefits comparable to K-12 teachers are
incentivized to perform at a high level and to pursue continuing education. Highly educated and fairly compensated Pre-K teachers are more likely
to develop strong, responsive, interpersonal relationships with their students, which affects each child’s motivation to learn, social competence, and
school achievement. Pre-K classroom aides should, at a minimum, have a child development associate credential, and both the teacher and aide
should devote at least 15 hours per year to improving their skills through comprehensive, well-designed professional development opportunities.
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