Un Mundo de Amigos

Faculty/Staff Handbook
2021-2022
Cultural Diversity

UMDA is one of the most diverse campuses in CA. Our centers reflect this diversity. The book Multi-
Cultural Issues in Child Care by Janet Gonzalez-Mena reflects the beliefs and practices of Child Care
Services. The following is an excerpt from her book.

It's good for children to receive culturally competent care that is sensitive and has a global, multiethnic
view. Culturally competent care requires that:
Adults in children's lives respect each other.
Adults in children's lives work to understand each other's perspectives.

Caregivers and Parents/Families understand how program and family values may differ and work
together toward blending differing value systems.
Adults in children's lives create ongoing dialogues, which means that information exchange occurs so
that good judgment can result from the blending of shared points of view. Dialogues also mean that
everyone who works with children is both a teacher and a learner, and that caregivers view
Parents/Families as the experts who know what is good for their children; Parents/Families and
caregivers genuinely listen to each other instead of judging.

Anti-Bias Education

Un Mundo de Amigos serve a wide variety of cultures and backgrounds. We strive to recognize
and learn about the different holidays our children and families observe. We believe it’s
important to facilitate an anti-bias approach to education. Research tells us that anti-bias
education is about developing positive self and social group identities, celebrating diversity,
cultivating justice, and engaging in activism. Holidays are one strategy for doing this. When
used appropriately, holidays can support and enrich anti-bias education efforts. Therefore, our
teaching teams work closely with enrolled families to facilitate learning experiences that
intentionally support the following anti-bias education holiday goals:

 Children will see their family’s approach to holidays honored in their early childhood
program.
 Children will become aware of and be comfortable with the reality that people happily
celebrate different holidays or the same holiday in different ways.
 Children will learn that some people do not celebrate religious or national holidays but
do have other ways of having family celebrations and traditions.
 Children will recognize misinformation and stereotypes associated with specific holiday
traditions.
 Children will participate in celebrations that honor people’s work for fairness and justice
for all people. We welcome all families to connect with their child’s teaching team to
share holidays and traditions that are meaningful to the family.

Goals for Children

UMDA Goals
  To develop positive and nurturing relationships with adults and peers
 To develop a sense of trust and security
 To identify and solve problems
 To express thoughts and feelings
 To think critically
 To respect the feelings and rights of others
 To use creativity and imagination
 To work independently and with others
 To develop literacy, numeracy, reasoning, and decision-making skills to form a foundation for
school success

Goals for Parents/Families

 To feel good about their role as Parents/Families and about their children
 To gain insight into the behavior of young children in general and their child in particular
 To provide an atmosphere of caring, acceptance, and support so Parents/Families and
the program
 work as partners in the children’s education

Adult Behavior Guidance Policy

UMDA approach to behavior guidance is based on the acceptance of a wide range of children's feelings
and the encouragement of self-control. Respect for each other and the environment are emphasized
through the development of social skills such as turn-taking, helping, and cooperation. Children are
encouraged, individually and as a group, to generate possible solutions to conflicts, to predict various
outcomes, and to choose alternative behaviors. We seek to balance the needs of the child for autonomy
and individual attention with the needs of the group for consistent expectations which embrace a sense
of fairness.

Underlying all classroom management and child guidance practices at UMDA’s is an awareness of child
development principles and a commitment to safety and respect for children. We demonstrate this by:

• Holding appropriate expectations for children's developing ability to experience empathy and to
accept responsibility for their own behavior;

 Setting non-arbitrary limits that serve to promote children's safety and social competence;
 Evaluating the environment and curriculum to ensure that they are challenging and stimulating,
yet, predictable and nurturing;

• Being flexible in our classroom management techniques to accommodate and value the diversity of
cultures, personalities, learning styles, and developmental levels; and
• Reflecting upon and responding to children's individuality by documenting behaviors of concern and
strategizing with the child’s Parents/Families.
Behavioral problems that result in injury to other children or adults and/or that require excessive one-
on-one staffing to prevent frequent disruptions of the group routines are to be reported to the Center
Manager for further observation and assessment. Parents/Families are encouraged to discuss any
questions regarding classroom and behavior management with their child's teachers and/or Center
Manager.

Please note that in accordance with licensing regulations the following practices are strictly prohibited:

 spanking or other corporal punishment of children;

 subjecting children to cruel or severe punishment such as humiliation, verbal or physical abuse,
neglect, or abusive treatment including any type of physical hitting inflicted in any manner upon
the body, shaking, threats, or derogatory remarks;

• depriving children of outdoor time, meals or snacks; force feeding children or otherwise making them
eat against their will, or in any way using food as a consequence;
• disciplining a child for soiling, wetting, or not using the toilet; forcing a child to remain in soiled
clothing or to remain on the toilet, or using any other unusual or excessive practices for toileting;
• confining a child to a swing, high chair, crib, playpen or any other piece of equipment for an extended
period of time in lieu of supervision.

Communication Guidelines

To contribute to a positive work environment and working relationships, the professional staff of Long
Beach City College Child Development Center and Learning Labs agree to the following practices:

Practice pleasant and respectful delivery and reception of messages.

 I will be aware of non-verbal communication and use open/positive body language.

 I will use active listening skills!
 I will be responsible for my own needs.
  Before starting a conversation, I will check if it is a good time and/or set up a time and place to
meet.
  I will keep the information I share pertinent to the topic.
  I will adapt my communication style to be effective.
  I will utilize information from my team member about how s/he wishes to receive feedback.
  I will follow-up on conversations when needed.

Discuss concerns with the appropriate person.

  I will remind and redirect others to communicate directly with the person they have an issue
with.
  I will speak for myself or seek appropriate support to do so.

Trust one another to make professional decisions.

  I will uphold departmental policies and practices.

  I will ask for assistance as needed.
   I will refrain from judging or involving myself in matters that are not my responsibility.
  I will maintain confidentiality of information overheard that was not intended for me.

Create a safe and appropriate forum for difficult discussions.

  I will initiate scheduling time for a meeting to take place as soon as possible and request
classroom coverage if needed.
 I will be aware of the need for privacy to discuss sensitive information.
  I will be flexible in sharing and/or giving-up space for confidential discussion to occur (example:
moving to another location for break if requested).

Staff agree to abide by the practices outlined above and the principles and ideals of the NAEYC
Code of Ethical Conduct with regard to communication with colleagues and families.

Excerpts from the NAEYC Code of Ethical Conduct and Statement of Commitment (2005)
Ethical Responsibilities to Families:

Ideals: I-2.2—To develop relationships of mutual trust with the families we serve.

Principles: P-2.13—We shall maintain confidentiality and shall respect the family’s right to
privacy, refraining from disclosure of confidential information and intrusion into family life.
However, when we have reason to believe that a child’s welfare is at risk, it is permissible to
share confidential information with agencies as well as individuals who have legal responsibility
for intervening in the child’s interest.

Ethical Responsibilities to Colleagues:

A. Responsibilities to co-workers
Ideals:I-3A.1—To establish and maintain relationships of respect, trust, confidentiality, collaboration,
and cooperation with co-workers.

Principles: P-3A.1 – We shall recognize the contribution of colleagues to our program and not participate
in practices that diminish their reputations or impair their effectiveness in working with children and
families

P-3A.2—When we have concerns about the professional behavior of a co-worker, we shall first let that
person know of our concern, in a way that shows respect for personal dignity and for the diversity to be
found among staff members, and then attempt to resolve the matter collegially and in a confidential
manner.

P-3A.3—We shall exercise care in expressing views regarding the personal attributes or professional
conduct of co- workers. Statements should be based on firsthand knowledge, not hearsay, and relevant
to the interests of children and programs

C. Responsibilities to employees
I-3C.2—To create and maintain a climate of trust and candor that will enable staff to speak and act in
the best interests of children, families, and the field of early childhood care and education.

P-3C.2—We shall provide staff members with safe and supportive working conditions that honor
confidences and permit them to carry out their responsibilities through fair performance evaluation,
written grievance procedures, constructive feedback, and opportunities for continuing professional
development and advancement.