. . "Herzog Associates" . . . . . . "Cross-cultural studies"@en . "Cross-cultural studies" . . . . . . "Diversity"@en . . "Diversity" . . . . "Developed by a multiethnic group of early childhood professionals struggling with what quality care for children 0-6 means in a culturally sensitive context that values diversity. Designed to provide a framework and catalyst for discussion in early childhood training."@en . "Teaching diversity"@en . "Teaching diversity" . "A set of informative training videos created by experienced practitioners from various ethnic backgrounds. With an emphasis on multicultural diversity, these videos assist child carers in their day-to-day work with culturally diverse young children and their parents."@en . . . . . . "A set of informative training videos created by experienced practitioners from various ethnic backgrounds. With an emphasis on multicultural diversity, these videos assist child carers in their day-to-day work with culturally diverse young children and their parents." . . "No.1. Program shows examples of how the values of independence & individuality define teaching/learning approaches, feeding, toileting & napping practices in home and early childhood programs -- No.2. Designed to show contrast and spark dialogue, this module contrasts the values of independence & interdependence as they reveal themselves in the intimate & delicate issues involved in day-to-day caregiving -- No.3. Module shows sample areas of disagreement when parents & teachers don't see eye to eye. Role plays are done for toilet training & messy play activities. Highlights communication blocks -- No.4. Most conflicts are managed rather than resolved. Role play between a teacher & parent of similar backgrounds illustrates different perspectives on adult authority. Problem solving process is explained & listening is emphasized -- No.5. Uses role play to illustrate that it is possible to resolve contradictions without anyone giving in, by finding a larger view that embraces diversity and incorporates it into the standards." . . . . . . . . .