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Resource List on Cultural Diversity

Anti-Defamation League. (2011). A world of difference institute: Recommended multicultural & anti-bias books for children. Retrieved from

This web resource discusses the impact that books have on children's self-image and of their perception of the world around them. The importance of providing children access to multicultural books is examined. An extensive searchable bibliography is provided for children's books that encompass various cultures, religious groups, customs, traditions, and family situations. Books addressing the topics of prejudice and discrimination are also included.

Anti-Defamation League. (2004). Assessing Children's Literature. Retrieved from

This article stresses the importance of literature as a vehicle to help children understand the diversity of culture and further their own understanding of their cultural heritage. The important role that adults play in selecting literature that is multicultural and free from bias is discussed. A checklist of how to assess children's literature is provided. Information on the book Bias-Free Foundations: Early Childhood Resources (also published by the Anti-Defamation League) in included. This book provides information on multi-cultural, anti-bias childrens literature and other multi-cultural resources.

Division for Early Childhood. (1999, October). Concept paper on identification of and intervention with challenging behavior. Montana: Author. Retrieved from

This position paper challenges professionals to look at challenging behaviors in light of cultural differences in expected behavior and a professional's own value system with regard to developmentally appropriate expectations. Ways to address challenging behaviors through supports and adaptations, classroom environments, and professional development are discussed. The importance of engaging the family in this process is also presented.

Division for Early Childhood. (2010). Responsiveness to all children, families, and professionals: Integrating cultural and linguistic diversity into policy and practice. Retrieved from (PDF)

A position paper that outlines the need for professionals and organizations serving families to be aware of and sensitive to the cultural and linguistic diversity of the families and children they serve. Seven position statements detailing the characteristics of culturally and linguistically responsive organizations are discussed.

Emma, L., & Jarrett, M. (2010). How we play- cultural determinants of physical activity in young children. Virginia: Head Start Body Start: National Center for Physical Development and Outdoor Play. Retrieved from (PDF)

This paper summarizes and analyzes research pertaining to the physical activity of young children and how cultural differences impact such play. Also included in this research paper is a discussion of the relationship between socio-cultural risk factors and obesity. A summary of future action-steps and policy suggestions is included.

Goode, T.D. (2009). Promoting cultural and linguistic competency: Self-assessment checklist for personnel providing services and supports in early intervention and early childhood settings. Washington, DC: National Center for Cultural Competence, Georgetown University Center for Child and Human Development. Retrieved from (PDF)

This checklist allows individuals to assess their awareness of cultural diversity and their sensitivity to linguistic differences in the early childhood classroom. Using the checklist, professionals will expand their knowledge of these issues and be challenged to adopt many of the practices it exemplifies.

Goode, T., & Jones, W. (2007). A guide for advancing family-centered and culturally and linguistically competent care.Washington, DC: National Center for Cultural Competence, Georgetown University Center for Child and Human Development. Retrieved from (PDF)

This guide provides a framework for understanding and creating organizations, services and interactions that are family centered and that address the needs of culturally and linguistically diverse families within the context of families with special health care needs. Common definitions of these concepts are discussed with detailed information for the following five focus-areas: research and dissemination; training, education, and professional development; information exchange and social marketing; innovative practices; and accountability and outcomes.

Hohensee, J.B. & Derman-Sparks, L. (n.d.). Implementing an anti-bias curriculum in early childhood. Early Childhood and Parenting (ECAP) Collaborative. Retrieved from

This article raises awareness of anti-bias issues and provides suggestions for an appropriate curriculum that promotes valuing of human diversity.

IRIS Center. (n.d.). Star Legacy Modules. Cultural and linguistic differences: What teachers should know. Retrieved September 18, 2011 from

This learning module discusses the impact that cultural and linguistic diversity has in the classroom. The impact it has on student performance, communication with the student, and interactions with the family is discussed. Ways to incorporate instruction that is sensitive to cultural and linguistic differences are provided.

Maschinot, B. (2008). The changing face of the United States: The influence of culture on early childhood development. Washington, DC: ZERO TO THREE. Retrieved from (PDF)

This article summarizes the research and discusses the impact that cultural diversity has on early childhood practices and professionals. A common definition of culture is discussed and how differences in culture have impacted the field of early childhood. The impact that cultural diversity has on language and cognitive development is analyzed.

National Association for the Education of Young Children. (2005). Screening and assessment of young English-language learners: Supplement to the NAEYC and NAECS/SDE joint position statement on early childhood curriculum, assessment, and program evaluation. Washington, DC: Author. Retrieved from (PDF)

This position paper, (an extension to the NAEYC and NAECS/SDE Joint Position Statement on Early Childhood Curriculum, Assessment, and Program Evaluation), outlines the need to utilize assessment tools that are culturally and linguistically appropriate. Ways to address this need are discussed and recommendations are shared. Attention is paid to the assessment tools, the involvement of the family, and the cultural frame-of-reference offered by the professional doing the assessment.

National Association for the Education of Young Children. (2009). Where we stand on assessing young English language learners. Washington, DC: Author. Retrieved from (PDF)

A position paper that addresses the need for better assessment practices and tools for young children who are culturally and linguistically diverse. Indicators of quality assessment practices are provided and current needs within the field are discussed.

National Center for Cultural Competence. (n.d.). Cultural factors that influence diversity among individuals and groups (NCCC training clips). Curricula enhancement module series. Washington, DC: National Center for Cultural Competence, Georgetown University Center for Child and Human Development. Retrieved from

This two-slide presentation outlines multiple external and internal cultural factors that influence diversity. An audio presentation of the material is also being created.

Parents as Teachers. (n.d.). Cultural competency policy. Retrieved from

Overview of Parents as Teachers policies related to cultural competency. Organization supports implementation of these policies as integral to effective interactions with families.

UNICEF. (2013). The State of the World’s Children 2013: A report about children with disabilities around the world - What needs to happen. . Retrieved from (PDF)

This document published by UNICEF is written in a kid-friendly way to share information about children with disabilities, the types of barriers and discrimination they face, and what can be done to improve their lives.