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SOCIAL STUDIES for the Preschool/Primary Child

9th Edition
By Carol Seefeldt, Sharon Castle, Renee C. Falconer

CHAPTER 6, DIVERSITY, AND VALUES

Diversity
“I celebrate diversity every day,” said a first-grader teacher.

HOW CHILDREN LEARN ABOUT OTHERS

Despite how the scholarly, thoughts regarding others appear to have their underlying foundations in the
time of early youth (Kowalski and Lo., 2001; Teichman, 2001). In this manner, figuring out how to praise
decent variety must be a piece of each early youth educational program and program (Copple, 2003).
1. The way in which the concept gathering is educated to kids and learned by them has significant mental
outcomes.
2. Early preparation in national complexities seems to stamp impressions to foreigners/special as
exceptional instances of people groups who are unique.
3. Early preparations in complexities seems to leave the impression with kids that foreigners/special are
extraordinary.
- According to specialists, youngsters focused on the distinctions of remote individuals, which
recommends that these kids were commonly suspicious in their direction toward outside individuals.
4. Early preparing in national differentiations likewise influences youngsters' self-originations.
5. Parents and other huge individuals in a youngster's domain move their very own sincerely conditioned
perspective on other individuals to the kid.

KEY CONCEPTS
Social researchers have recognized a few key ideas that add to youngsters' capacity to praise assorted
variety in the preschool-essential educational plan:
• Interconnectedness and interdependency – As our reality turns out to be progressively different and
worldwide contacts become normal, the human experience turns into a globalized marvel. Today, kids'
learning, development, and advancement are persistently impacted by their associations with others.
• Multiculturalism-the human experience is different and multicultural. In spite of the fact that youngsters
rush to perceive contrasts in individuals, it is progressively hard for them to perceive that individuals
wherever have similar needs, sentiments, and concerns.
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• Conflict resolutions- Early on, kids can learn and deal with clashes with others without harm. These
early encounters can be reached out to seeing how countries cooperate to settle contrasts without utilizing
power or brutality.

REFERENCES:

Carol Seefeldt, Sharon Castle, R. C. F. (2014). SOCIAL STUDIES for the Preschool/Primary Child.
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CHILD CARE
by Whole Building Design Guide

SPATIAL ATTRIBUTES
Child Care spaces ought to be secure situations that give an assortment of learning encounters and meet
the physical needs of the kids. Features of Child Care space types incorporate the rundown of appropriate
design components.

ACCESSIBLE
• Child care focus configuration must follow the Americans with Disabilities Act (ADA). The structure
must suit kids and grown-ups with handicaps. The site, just as the structure access to and inside the kid
care spaces, will consent to the present production of the Uniform Federal Accessibility Standards
(UFAS), the last principles of the Americans with Disabilities Act Accessibility Guidelines (ADAAG),
and neighborhood availability codes, whichever is generally stringent.

FUNCTIONAL / OPERATIONAL
• Classrooms are the architecturally characterized zones that contain each gathering of kids. Study halls
might be isolated by partitions or by halfway boundaries that additionally permit controlled visual or
acoustical associations with different gatherings.
• Design spaces with an affectability to kids' scale, including how they will utilize the space, what they
will see, and what sort of experience they will have.
• Classroom hardware and materials including beds and lodgings, seats and other seating gadgets,
furniture, play gear, scholarly gear, academic gear, varying media hardware, PC gear, food
administration, and cleaning gear must be given. Give sturdy and savvy materials and subtleties. This is
imperative when the planner considers the power of utilization that an inside gets. Specific affectability
ought to be paid to the life-cycle cost of materials.
• Outdoor spaces may incorporate playground space, including fencing, overhang, walkway, ground
spread, waste, shade gadgets, play equipment, and vegetation planting.

PRODUCTIVE
• Office space in Child Care space types ought to be outfitted with framework to help phone and
information correspondence frameworks including space, power, and conductor and phone and
information correspondence hardware.
• Consider giving nearby nourishment administration territories legitimately serving the childcare
populace and on location clothing administrations and water administrations including boiling water and
water conditioners.
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SECURE/SAFE
• Whenever conceivable, structure the space to avoid direct access to the childcare zone. Rather, make a
protected fundamental passageway which will be isolated from the ways to singular childcare rooms and
spaces with the goal that an individual entering may need to go down a foyer or around a corner to get to
a youngster care entrance.
• Security hardware for Child Care space types may incorporate access control, interruption detection, and
alarms.
• Additional lifts and leave stairways might be required for Child Care spaces situated on the second
degree of structures.
• Ensure that there is enough natural lighting to permit safe outside course and site security.

SUSTAINABLE
• Provide abundant natural light in all spaces where youngsters will invest energy, particularly the study
halls and classrooms.
• Minimize energy use. Likewise consider arrangement of mechanical hardware to guarantee
effectiveness of energy just as acoustic solace and control.
• Equipment, decorations, and completions must be non-lethal and not contain asbestos, lead, or different
VOCs.
• Equipment, decorations and completions ought to be cleaned and kept up using sustainable practices.
• Good indoor air quality must be given.
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REFERENCES

Hall, D. J. (2016). Architectural Graphic Standards (12th Editi). New York, NY: John Wiley & Sons,
Inc.

Horschelmann, K., & Van Blerk, L. (2013). Children, youth and the city. Routledge.

Rhoads, M. A. (2013). Applying the ADA. Hoboken, New Jersey: John Wiley & Sons, Inc.