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CCeelleebbrraattiinngg wwiitthhCChhiillddrreenn::

AA CCuullttuurraall PPeerrssppeeccttiivvee

TTrraaiinniinngg PPaacckkaaggee pprreeppaarreedd bbyy MMaarriillyynn CCaasslleeyy Latest Version: 27/11/2001 Order Reference: CD-TRN-006 Also available on www.sttar.org

STATEWIDE TRANSCULTURAL TRAINING AND RESOURCING PROGRAMA Program of Diversity Inc. – Funded by the Department of Family and Community Services

Celebrating with Children: A Cultural Perspective

STATEWIDE TRANSCULTURAL TRAINING AND RESOURCING PROGRAM www.sttar.org

About the Author: Marilyn Casley holds a Bachelor Degree in Education and a Bachelor of Teaching (ECE) Early Childhood Education. She is currently employed by the Statewide Transcultural Training and Resource Program (STTAR) as the training co-ordinator to support inclusive practices in childcare. Marilyn has over 20 years experience in working with young children in a range of children’s settings. She commenced her career as a Preschool Teacher in Canada. After immigrating to Australia in 1990 she worked as a Co-ordinator and in-service trainer for a Family Day Care Scheme, working with care providers and families from culturally diverse backgrounds. Marilyn furthered her teaching career as a TAFE lecturer in Child Studies in the Certificate and Diploma of Child Care in Family Day Care, Centre Based and Out of School Hours Care.

ISBN 1 74006 050 4

© Copyright Commonwealth of Australia 2001 Limited reproduction is granted for training purposes Designed by the STTAR Program Diversity Inc.

STATEWIDE TRANSCULTURAL TRAINING AND RESOURCING PROGRAM PO Box 2072, 217 Lutwyche Rd, Windsor, QLD, 4030 Ph: (07) 3861 1022 Fax: (07) 3861 1101 email: [email protected] website: www.sttar.org


www.sttar.org STATEWIDE TRANSCULTURAL TRAINING AND RESOURCING PROGRAM

Table of Contents Table of Contents .............................................................................................................................................. 3 Competencies: ................................................................................................................................................. 4

Implement and promote inclusive policies and practices-CHCIC11A.....................................................4 Facilitate the design of programs of the service- CHCPR10A ....................................................................5 Enhance the emotional and psychological development of children....................................................6

How to use this Kit: ............................................................................................................................................ 7 Handouts.......................................................................................................................................................... 17

Handout 1: Anti-Bias Principles Around Celebrations .................................................................................18 Handout 2: Developmentally Appropriate Celebrations ..........................................................................19 Handout 3: Child Centred Celebrations .......................................................................................................21 Handout 4: Checklist .........................................................................................................................................23

Overhead Transparancies ............................................................................................................................. 24 OH 1: Learning Outcomes................................................................................................................................25 OH 2:Possible Difficulties ...................................................................................................................................26 OH 3: Holidays And Celebrations ...................................................................................................................27 OH4: WHY CELEBRATE? .....................................................................................................................................28 OH5: Child Centered Celebrations should focus on: .................................................................................29 OH 6(a): Developmentally Appropriate Celebrations ...............................................................................30 OH 6(b): Developmentally Appropriate Celebrations ...............................................................................31 OH 6(c): Developmentally Appropriate Celebrations ...............................................................................32 OH 6(d): Developmentally Appropriate Celebrations ...............................................................................33 OH7: Checklist ....................................................................................................................................................34

Activities........................................................................................................................................................... 35 Activity 1: Find Someone In The Group..........................................................................................................36 Activity 2: Developing A Policy For Child Centred Inclusive Celebrations .............................................38

Scenarios: ........................................................................................................................................................ 39 Father’s Day ........................................................................................................................................................39 Christmas .............................................................................................................................................................39 Chinese New Year .............................................................................................................................................39 Birthdays...............................................................................................................................................................39

Readings .......................................................................................................................................................... 40 References:...................................................................................................................................................... 43



Competencies:

Implement and promote inclusive policies and practices-CHCIC11A Elements Performance Criteria Promote respect for diversity among children

• Differences are talked about as a positive resource

• Communications that promote superiority or prejudice are challenged or restated to encourage the child’s learning about diversity

• Opportunities for children to develop understanding of different experiences and perspectives are provided

Support the development of inclusive policies

• Discussion on contemporary literature in regard to inclusive policies and practices is conducted.

• Service philosophy, policies and procedures are reviewed to incorporate inclusive policies and practices

Support the development of inclusive practices within the service

• Programs which reflect inclusive principles and which value diversity are planned and implemented

• An anti bias philosophy, policies and procedures are developed and implemented

• The environment is constructed so that images of diversity among children and families are conveyed

• Information about the range of different abilities, cultural values, beliefs and child rearing practices is used to guide child care practices

• Information is provided to others about inclusive principles

• Inclusive practices are regularly identified, evaluated and developed

• Any current practices which allow bias are identified and strategies are developed to address bias

Demonstrate inclusive practices • Language used does not convey bias

• Unfair comments are discussed as being negative

• Worker ensures own interactions respond to all children in the service



Facilitate the design of programs of the service- CHCPR10A Elements Performance Criteria 1. Design program with all those

involved • opportunities are used or established to gather

information from those involved • issues and concerns about the current program

are identified and discussed • ideas and suggestions are requested and

considered in designing the program • information about the program is

communicated to all involved • workers are encouraged to contribute ideas by

inviting and listening to suggestions 2. Design programs to enhance

development of children • programs are designed to widen children’s

experience • information about each child’s development is

gathered to inform the programs • programs are developed which are child

centred • programs are developed which foster all

aspects of children’s development in an holistic way

• programs provide for the interests and needs of children who attend the service

• programs focus on areas of skill and knowledge development required by the children in their lives

• programs identify an appropriate sequence of experiences

3. Design programs which reflect the philosophy and goals of the service

• the philosophy of the service is considered in deciding children’s experiences

• experiences are developed in accordance with the stated goals of the service

4. Design programs which are relevant to the cultural and social contexts of the children and their community

• information is gathered about the contexts of the children’s lives and used to guide planning

• experiences and resources are selected which will develop children’s identities

• the varying expectations of parents of diverse backgrounds are identified and accommodated where possible

5. Design programs which reflect a multicultural perspective

• materials selected are inclusive on variables of diversity

• activities and resources are selected which promote cross cultural awareness

• program elements reflect different cultures and family values positively

• experiences are planned which promote acknowledgment and respect for differences

• resources and experiences to develop an understanding of culture are used continuously, not just on special occasions



Enhance the emotional and psychological development of children. Element Performance Criteria Promote the child’s exploration and development of identity

• Children are encouraged to take pride in their own cultural identity

• Children’s cultural identity is acknowledged through celebrations

Promote the child’s developing sense of competence

• Celebrations are used in a positive way to teach children about difference and to challenge bias.



How to use this Kit: TThhiiss kkiitt iiss ddeessiiggnneedd ttoo bbee pprreesseenntteedd iinn aa tthhrreeee--hhoouurr ttrraaiinniinngg sseessssiioonn.. TThhee ffaacciilliittaattoorr wwiillll nneeeedd ttoo pprreeppaarree ffoorr tthheeiirr pprreesseennttaattiioonn bbyy::

•• WWoorrkkiinngg tthhrroouugghh tthhee kkiitt pprriioorr ttoo ppllaannnniinngg tthheeiirr wwoorrkksshhoopp •• FFaammiilliiaarriissee tthheemmsseellvveess wwiitthh tthhee rreeaaddiinngg mmaatteerriiaall ee..gg.. hhaannddoouutt iinnffoorrmmaattiioonn.. •• FFaammiilliiaarriissee tthheemmsseellvveess wwiitthh tthhee ccoommppeetteenncciieess aanndd ppeerrffoorrmmaannccee ccrriitteerriiaa ddeevveellooppeedd

ffoorr tthhiiss kkiitt •• AAsssseessss wwhheerree tthheeiirr ttrraaiinniinngg kknnoowwlleeddggee aanndd sskkiillllss ssttrreennggtthhss aanndd wweeaakknneesssseess lliiee •• DDeevveelloopp ssttrraatteeggiieess ttoo aaddddrreessss tthheeiirr ttrraaiinniinngg kknnoowwlleeddggee aanndd sskkiillllss wweeaakknneesssseess •• PPrreeppaarree aaddeeqquuaatteellyy ttoo eennssuurree aa ssmmooootthh ddeelliivveerryy aanndd ccoonnffiiddeennccee ttoo ddeeaall wwiitthh

ppaarrttiicciippaanntt rreessppoonnsseess.. AAlltthhoouugghh tthhee kkiitt hhaass bbeeeenn ddeessiiggnneedd ttoo bbee pprreesseenntteedd iinn aa wwoorrkksshhoopp ffoorrmmaatt,, iitt iiss ppoossssiibbllee ttoo uussee tthhee kkiitt iinn aa sseellff--ppaacceedd ffaasshhiioonn,, wwoorrkkiinngg tthhrroouugghh tthhee eexxppeerriieenncceess aanndd sscceennaarriiooss oonn yyoouurr oowwnn.. TThhee kkiitt ccoonnttaaiinnss bbaacckkggrroouunndd iinnffoorrmmaattiioonn,, wwhhiicchh iiss ddeessiiggnneedd ttoo pprreeppaarree tthhee ffaacciilliittaattoorr,, aanndd aallssoo aass mmiinniimmuumm iinnffoorrmmaattiioonn tthhaatt ppaarrttiicciippaannttss sshhoouulldd pprroocceessss.. IItt aallssoo ccoonnttaaiinnss oovveerrhheeaaddss,, hhaannddoouuttss aanndd sscceennaarriiooss ffoorr ppaarrttiicciippaannttss uussee.. TThheessee hhaavvee bbeeeenn iinncclluuddeedd iinn tthhee bbooddyy ooff tthhee tteexxtt ssoo tthhaatt tthhee ffaacciilliittaattoorr ccoonncceeiivveess tthheemm aass aann iinntteeggrraall ppaarrtt ooff tthhee wwhhoollee wwoorrkksshhoopp.. TThheeyy aallssoo ccoonnttaaiinn iinnffoorrmmaattiioonn tthhaatt nneeeeddss ttoo bbee pprroocceesssseedd iinn pprreeppaarraattiioonn.. EEaacchh oovveerrhheeaadd,, hhaannddoouutt,, sscceennaarriioo oorr lleeaarrnniinngg eexxppeerriieennccee wwiillll bbee pprreecceeddeedd bbyy iinnssttrruuccttiioonnss ffoorr tthhee ffaacciilliittaattoorr,, oonn hhooww ttoo uussee tthheemm..

AA ffaacciilliittaattiioonn sscchheedduullee iiss iinncclluuddeedd,, aatt tthhee eenndd ooff tthhee kkiitt,, ttoo aassssiisstt ffaacciilliittaattoorrss iinn ppaaccee aanndd ttiimmiinngg ooff tthhee sseessssiioonn.. FFiinnaallllyy,, wwee hhaavvee iinncclluuddeedd aann eevvaalluuaattiioonn sshheeeett,, wwhhiicchh yyoouu mmaayy wwiisshh ttoo uussee wwiitthh tthhee ppaarrttiicciippaannttss,, ttoo aasssseessss tthhee eeffffeeccttiivveenneessss ooff tthhee wwoorrkksshhoopp aanndd yyoouurr ffaacciilliittaattiioonn sskkiillllss.. EEnnjjooyy tthhee pprroocceessss..

Teaching notes are inserted in a text box and occur throughout the package. Key points are highlighted.



Examine the difficulties and benefits of including celebrations within the curriculum Identify criteria on how to choose developmentally appropriate and relevant

celebrations for children (policy development) Identify ways to incorporate celebrations into the program Develop ideas for hands-on celebration activities

There is an endless list of potential celebrations and many ways in which individuals, families and cultures celebrate. As we have observed here today through the opening activity, even the most common celebrations (birthdays) will be celebrated differently by different people. An inclusive curriculum recognises the role of celebrations in building self-esteem and self-identity in young children. However, there is much debate on what role celebrations should take within children’s programs.

Facilitator: Welcome the participants and introduce yourself with some background information. Ensure participants have a nametag. Display OH1 Learning Outcomes

Icebreaker: Find Someone in the Group. Give each person a list of questions and explain the following rules: 1. Find someone and ask one of the questions on your sheet. Briefly, jot

down the person’s response in the columns provided. 2. Find a different person for each question. Talk to only one person at a

time. 3. Give participants 15 minutes to complete their sheets. Facilitator can

give a warning at the 10-minute mark and again at the 13-minute mark to ensure participants complete their questionnaire.

4. Have group return to seats and introduce the person next to them by the response given about them on their sheet

Debrief: Discuss similarities/differences in the way in which individuals celebrate special occasions. Are there a number of ways in which we celebrate a special occasion that are similar? For example, gathering of friends and/or family, special food, special clothes. Are there any particular differences? For example customs, beliefs and rituals.



PPoossssiibbllee iissssuueess oonnee mmaayy eennccoouunntteerr iinncclluuddee::

TThhee pprrooggrraamm mmaayy oonnllyy ffooccuuss oonn tthhee ‘‘eexxoottiicc’’ wwhhiicchh aacccceennttuuaatteess ddiiffffeerreennccee aanndd ffaaiillss ttoo ggiivvee cchhiillddrreenn iinnffoorrmmaattiioonn oonn hhooww ppeeooppllee lliivvee tthheeiirr ddaaiillyy lliivveess

CCoouulldd bbeeccoommee sstteerreeoottyyppiiccaall –– mmaayy pprroommoottee tthhee iiddeeaa tthhaatt aallll mmeemmbbeerrss ooff aa ggrroouupp sshhaarree tthhee ssaammee aattttiittuuddeess aanndd vvaalluueess aabboouutt aa ppaarrttiiccuullaarr cceelleebbrraattiioonn

IIff wwee ffooccuuss ttoooo nnaarrrroowwllyy oonn cceelleebbrraattiioonnss wwee rriisskk uussiinngg aa ““ttoouurriisstt aapppprrooaacchh”” wwhheerree cchhiillddrreenn vviissiitt oonnllyy oonnee aassppeecctt ooff aa ccuullttuurree

MMaayy nnoott bbee aabbllee ttoo pprreesseenntt tthhee cceelleebbrraattiioonn iinn aa ‘‘hhaannddss oonn’’ aapppprrooaacchh--tthhee wwaayy iinn wwhhiicchh cchhiillddrreenn lleeaarrnn bbeesstt..

TThhee eevveenntt mmaayy hhaavvee nnoo rreelleevvaannccee oorr mmeeaanniinnggffuull ccoonncceeppttss iinn oorrddeerr ffoorr cchhiillddrreenn ttoo lleeaarrnn ssoommeetthhiinngg aabboouutt tthhee ppaarrttiiccuullaarr ccuullttuurree..

DDeecciiddiinngg oonn wwhhiicchh cceelleebbrraattiioonnss ttoo rreeccooggnniissee iinn oorrddeerr ttoo bbee iinncclluussiivvee aanndd eeqquuiittaabbllee PPaarreennttss mmaayy nnoott sseeee tthhee rreelleevvaannccee ffoorr tthheeiirr cchhiillddrreenn PPaarreennttss mmaayy nnoott wwaanntt tthheeiirr cchhiillddrreenn ttoo bbee iinncclluuddeedd ffoorr vvaarriioouuss rreeaassoonnss CCoonncceerrnn aabboouutt tthhee ggrroowwiinngg ccoommmmeerrcciiaalliissmm aarroouunndd cceerrttaaiinn cceelleebbrraattiioonnss

As you can see, there is a range of dilemmas and difficulties involved when deciding how to or even whether to plan for celebrations within a children’s program. It seems that many concepts relating to festivals and celebrations are not meaningful for young children and may pose too many problems with differences in values, attitudes, religious beliefs and family structures to make it worthwhile. One might even ask the question WHY CELEBRATE?

DDiissppllaayy OOHH33 HHoolliiddaayyss aanndd CCeelleebbrraattiioonnss

““CCeelleebbrraattiioonnss eevvoollvvee wwiitthhiinn aa ppaarrttiiccuullaarr ccuullttuurree oorr ccoommmmuunniittyy aanndd rreefflleecctt tthhee ffeeeelliinnggss,, bbeelliieeffss,, aanndd eevveennttss tthhaatt hhaavvee ggrreeaatt mmeeaanniinngg iinn tthhaatt ccuullttuurree.. CCeelleebbrraattiioonnss bbrriinngg ppeeooppllee

ttooggeetthheerr ffoorr aa ssoobbeerr ppuurrppoossee oorr ffoorr mmeerrrriimmeenntt aanndd ffuunn.. IItt iiss aa ttiimmee ooff rreeccoonnnneeccttiioonn wwiitthh oouurr ccoommmmuunniittyy,, vvaalluueess,, aanndd oouurr oowwnn iiddeennttiittyy.. HHoolliiddaayyss ggiivvee uuss aa cchhaannccee ttoo eexxpprreessss oouurr

ffeeeelliinnggss ooff jjooyy,, ssaaddnneessss,, aanndd rreessppeecctt tthhrroouugghh cceerreemmoonniieess aanndd rriittuuaallss.. TThhrroouugghh cceelleebbrraattiinngg,, wwee ccoommee ttooggeetthheerr aass aa ggrroouupp ttoo rreelleeaassee oouurr ssttrroonngg ffeeeelliinnggss.. TThhiiss hheellppss bbuuiilldd aa sseennssee ooff

ccoommmmuunniittyy,, bbeelloonnggiinngg,, aanndd ffrriieennddsshhiipp.. ((TTeexxaass DDeepptt.. ooff HHuummaann SSeerrvviicceess ffrroomm YYoorrkk 11999911 114499))

FFaacciilliittaattoorr:: AAsskk ppaarrttiicciippaannttss ttoo ttaakkee 55 mmiinnuutteess ttoo jjoott ddoowwnn pprroobblleemmss tthheeyy hhaavvee eennccoouunntteerreedd oorr pprroobblleemmss tthheeyy mmaayy eennccoouunntteerr iinn ppllaannnniinngg ffoorr cceelleebbrraattiioonnss wwiitthhiinn tthheeiirr pprrooggrraamm.. AAsskk eeaacchh ppeerrssoonn ttoo iiddeennttiiffyy oonnee pprroobblleemm ffrroomm hhiiss oorr hheerr lliisstt.. RReeccoorrdd oonn bbuuttcchheerr’’ss ppaappeerr uunnttiill aallll ppooiinnttss hhaavvee bbeeeenn rreeccoorrddeedd..

EExxppllaaiinn ttoo tthhee ppaarrttiicciippaannttss tthhaatt tthhiiss lliisstt mmaayy bbee uusseeffuull iinn ddeevveellooppiinngg aa cceelleebbrraattiioonn ppoolliiccyy ffoorr tthheeiirr cchhiillddccaarree sseerrvviiccee.. DDiissppllaayy OOHH22



WWhhyy CCeelleebbrraattee?? WWhheenn wwee rreeccooggnniissee ddiiffffeerreenntt ddaayyss tthhaatt aarree ssppeecciiaall ttoo ppaarrttiiccuullaarr ffaammiilliieess aanndd ccuullttuurraall

ggrroouuppss wwee aarree ssaayyiinngg wwee vvaalluuee tthhoossee ddiiffffeerreenncceess WWee sshhaarree wwiitthh cchhiillddrreenn aa ddeessiirree ttoo lleeaarrnn mmoorree aabboouutt ootthheerrss TThhrroouugghh wwhhaatt wwee rreeccooggnniissee,, rreessppoonndd ttoo aanndd ffiinndd oouutt aabboouutt,, cchhiillddrreenn rreecceeiivvee mmeessssaaggeess

aabboouutt wwhhaatt iiss vvaalluueedd iinn oouurr ssoocciieettyy aanndd wwhhaatt iiss nnoott.. IIss aa mmeeaanniinnggffuull wwaayy ttoo tteeaacchh cchhiillddrreenn aabboouutt ssiimmiillaarriittiieess aanndd ddiiffffeerreenncceess GGiivveess tteeaacchheerrss tthhee ooppppoorrttuunniittyy ttoo ttaacckkllee iissssuueess ooff bbiiaass aanndd pprreejjuuddiiccee TTeeaacchheess vvaalluueess CCeelleebbrraattiioonnss aarree aann iimmppoorrttaanntt wwaayy ttoo iinnvvoollvvee ffaammiilliieess aanndd tthhee ccoommmmuunniittyy iinnttoo yyoouurr

pprrooggrraamm HHooppeeffuullllyy,, yyoouu hhaavvee ccoommee ttoo tthhee ccoonncclluussiioonn tthhaatt iitt iiss wwoorrtthhwwhhiillee ttoo rreeccooggnniissee aanndd ppllaann ffoorr cceelleebbrraattiioonnss iinn yyoouurr pprrooggrraamm..

CCeelleebbrraattiioonnss ffoorr yyoouunngg cchhiillddrreenn sshhoouulldd ffooccuuss oonn……

EEvveennttss tthhaatt aarree ccuullttuurraallllyy rreelleevvaanntt ttoo iinnddiivviidduuaall cchhiillddrreenn aanndd tthheeiirr ffaammiilliieess OOffffeerriinngg cchhiillddrreenn rreelleevvaanntt lleeaarrnniinngg eexxppeerriieenncceess bbaasseedd oonn pprriioorr kknnoowwlleeddggee,,

eexxppeerriieenncceess,, sskkiillllss aanndd aattttiittuuddeess.. WWaayyss iinn wwhhiicchh iinnddiivviidduuaall ffaammiilliieess cceelleebbrraattee eevveennttss AAnnttii--bbiiaass ccuurrrriiccuulluumm ggooaallss PPaarreennttss iinnppuutt aanndd ooppppoorrttuunniittiieess ffoorr iinnvvoollvveemmeenntt

FFaacciilliittaattoorr:: SSoommee EEaarrllyy CChhiillddhhoooodd EEdduuccaattoorrss mmaayy ssuuggggeesstt tthhaatt wwee ddoonn’’tt nneeeedd ttoo cceelleebbrraattee hhoolliiddaayyss aanndd ffeessttiivvaallss bbeeccaauussee tthheeyy bbeelloonngg iinn aa cchhiilldd’’ss lliiffee oouuttssiiddee ooff tthhee sseerrvviiccee.. OOtthheerrss bbeelliieevvee tthhaatt cceelleebbrraattiioonnss,, wwhhiicchh aarree ssppeecciiaall ttoo ppaarrttiiccuullaarr ffaammiilliieess aanndd //oorr ggrroouuppss ccaann bbee sshhaarreedd wwiitthh cchhiillddrreenn ttoo pprroommoottee aa ppoossiittiivvee sseellff-- iiddeennttiittyy aanndd tthhee rriigghhtt ttoo lleeaarrnn aabboouutt vvaalluueess aanndd eexxppeerriieenncceess ddiiffffeerreenntt ffrroomm tthheeiirr oowwnn.. IIff yyoouu bbeelliieevvee tthheerree iiss aa ppllaaccee ffoorr cceelleebbrraattiioonnss iinn yyoouurr sseerrvviiccee tthheenn wwhhaatt mmiigghhtt bbee tthhee bbeenneeffiittss ffoorr tthhee cchhiillddrreenn?? RReeccoorrdd tthheessee iiddeeaass oonn tthheewwhhiitteebbooaarrdd.. Display OH4

FFaacciilliittaattoorr:: OOnnee ooff tthhee ddiiffffiiccuullttiieess wwee hhaavvee iiddeennttiiffiieedd iiss hhooww ttoo cchhoooossee cceelleebbrraattiioonnss tthhaatt aarree mmeeaanniinnggffuull ttoo yyoouurr ggrroouupp,, ddeevveellooppmmeennttaallllyy aapppprroopprriiaattee aanndd iinncclluussiivvee ttoo ffaammiilliieess aanndd tthhee ccoommmmuunniittyy.. AAsskk tthhee ggrroouupp ttoo bbrraaiinnssttoorrmm wwhhaatt tthheeyy tthhiinnkk nneeeeddss ttoo bbee ccoonnssiiddeerreedd wwhheenn ppllaannnniinngg ffoorr cchhiilldd cceennttrreedd cceelleebbrraattiioonnss.. Display OH 5



Notes to facilitator: Using an anti-bias approach to give meaning to celebrations in an early childhood service may be useful in helping the service decide what and how to choose culturally and developmentally appropriate experiences for young children. If you believe that celebrations are a part of one’s cultural identity, then it is important to recognise days that are special to your group of children.

Experiences planned around celebrations can be one way to help children feel good about themselves. By seeing holidays and relevant activities in the curriculum that are special to children and their families, children get a message that who they are and what is important to them is valued by others around them. (Bisson, 1997) However, it is also important to remember that many traditional celebrations are far removed from children’s prior understanding (Creaser and Dau, 1994), therefore, it is important to choose experiences that are based on a child’s experiences and an understanding of individual families ways of celebrating. By getting to know what and how each family celebrates events and by providing appropriate experiences, helps to make the child and family feel more comfortable and secure in a child care situation. Experiences planned around celebrations are one way to teach children about similarities and differences. By celebrating and discussing different ways and different holidays that the families in your service and community celebrate, you will help children to feel comfortable with those different from them. Creaser and Dau (1995) point out that holidays and festivals are one of the most important ways to combat ethnocentrism and prejudice. It is a meaningful way to teach children what is fair and unfair treatment. Some holidays may have a negative impact on some groups in our society, lending themselves to stereotypes and bias. By exploring the reasons why a child may not celebrate Christmas or birthdays, for example, or discussing conflicting values or inaccurate information about a particular holiday (i.e. Australia Day) gives children the knowledge to stand up to and take action against unfair treatment.

AAccttiivviittyy:: TTaakkee ttiimmee nnooww ttoo rreefflleecctt oonn yyoouurr oowwnn sseerrvviiccee.. AAsskk yyoouurrsseellff hhooww wweellll yyoouu tthhiinnkk yyoouu ddoo iinn pprroovviiddiinngg ccuullttuurraallllyy aanndd ddeevveellooppmmeennttaallllyy aapppprroopprriiaattee cceelleebbrraattiioonnss.. DDiissccuussss..

FFaacciilliittaattoorr:: EExxppllaaiinn ttoo tthhee ppaarrttiicciippaannttss tthhaatt tthhee nneexxtt sstteepp iinn tthhee wwoorrkksshhoopp iiss ffoorr tthheemm ttoo ddeevveelloopp ssoommee ssttrraatteeggiieess ffoorr ddeecciiddiinngg oonn wwhhaatt aanndd hhooww ttoo iinncclluuddee cceelleebbrraattiioonnss iinnttoo tthheeiirr oowwnn pprrooggrraamm.. IItt iiss iimmppoorrttaanntt ttoo ddeevveelloopp aa cceelleebbrraattiioonn ppoolliiccyy ttoo hheellpp yyoouurr sseerrvviiccee cchhoooossee,, iimmpplleemmeenntt aanndd eevvaalluuaattee hhoolliiddaayy aaccttiivviittiieess..



Notes to facilitator: Refer to difficulties identified in first exercise. Check to see if all the difficulties have been addressed in the policy- making exercise. If not, address these now by brainstorming some possible solutions with the whole group.

AAccttiivviittyy:: FFoorr tthhee ppuurrppoossee ooff tthhiiss aaccttiivviittyy,, iitt mmaayy bbee uusseeffuull ttoo ddiivviiddee iinnttoo ssmmaallll ggrroouuppss aaccccoorrddiinngg ttoo sseerrvviicceess oorr ppaarrttiiccuullaarr aaggee ggrroouuppss tthhaatt tthhee ppaarrttiicciippaannttss wwoorrkk wwiitthh.. HHaavvee tthhee ppaarrttiicciippaannttss ccoommpplleettee tthhee ffoolllloowwiinngg ssttaatteemmeennttss::

11.. CChhoooossiinngg cceelleebbrraattiioonnss ttoo aacckknnoowwlleeddggee aanndd//oorr cceelleebbrraattee sshhoouulldd bbee bbaasseedd oonn tthhee ffoolllloowwiinngg ……

22.. WWee wwiillll ggaaiinn aaccccuurraattee iinnffoorrmmaattiioonn oonn cceelleebbrraattiioonnss bbyy…… 33.. CCeelleebbrraattiioonnss mmaayy bbee iimmpplleemmeenntteedd iinnttoo tthhee pprrooggrraamm iinn tthhee

ffoolllloowwiinngg wwaayyss…… 44.. RReelliiggiioouuss aassppeeccttss ooff cceelleebbrraattiioonnss wwiillll bbee hhaannddlleedd bbyy…… 55.. WWee wwiillll aavvooiidd tthhee ‘‘ttoouurriisstt aapppprrooaacchh”” ttoo cceelleebbrraattiioonnss bbyy…… 66.. TToo aavvooiidd eexxcclluuddiinngg cchhiillddrreenn tthhaatt ddoo nnoott ppaarrttiicciippaattee iinn ppaarrttiiccuullaarr

cceelleebbrraattiioonnss wwee wwiillll…… 77.. TToo eennssuurree tthhee aaccttiivviittiieess cchhoosseenn aarree ccuullttuurraallllyy rreelleevvaanntt aanndd

ddeevveellooppmmeennttaallllyy aapppprroopprriiaattee wwee wwiillll…… 88.. TToo aavvooiidd aa ccoommmmeerrcciiaalliisstt aapppprrooaacchh ttoo mmaaiinnssttrreeaamm cceelleebbrraattiioonn wwee

mmiigghhtt ttrryy…… 99.. TToo iinnvvoollvvee ppaarreennttss iinn cchhoooossiinngg aanndd iimmpplleemmeennttiinngg cceelleebbrraattiioonn((ss))

wwee wwiillll……

1100.. TToo eevvaalluuaattee tthhee eeffffeeccttiivveenneessss ooff tthhee cchhooiiccee ooff hhoolliiddaayy aaccttiivviittiieess wwee wwiillll……

Facilitator: Explain to the group that the last part of the workshop will focus on incorporating and discussing developmentally appropriate practice in choosing and implementing your holiday experiences.



Early Childhood educators believe that children learn best by hands on process-oriented activities. Why is it then, when one enters into a service in December we often find children pasting cotton balls to Santa’s beard or all making bells to decorate the Christmas tree. You see the workers frantically chasing children around to remind them to make a card for mom and dad with children as young as 2 or 3? In these circumstances, what do you think the children have learned in terms of values, and the meaning of Christmas? Display OH 6

Developmentally Appropriate Celebrations UUnnddeerr TTwwoo’’ss

EEnnjjooyy ffaammiilliiaarr ffaacceess NNeeeedd wwaarrmm ppoossiittiivvee iinntteerraaccttiioonnss EExxpplloorree tthhrroouugghh tthheeiirr sseennsseess

FFoorr uunnddeerr ttwwoo’’ss iitt wwoouulldd bbee aapppprroopprriiaattee ttoo bbaassee yyoouu hhoolliiddaayy aaccttiivviittiieess aarroouunndd tthhee ffoolllloowwiinngg aannttii--bbiiaass aanndd ddeevveellooppmmeennttaall sskkiillllss::

BBuuiillddiinngg sseellff iiddeennttiittyy aanndd ppoossiittiivvee sseellff eesstteeeemm EExxppoossuurree ttoo ddiiffffeerreennccee SSeennssee ooff sseellff iinn rreellaattiioonn ttoo ffaammiillyy

IItt mmaayy nnoott bbee aapppprroopprriiaattee ttoo ttaallkk aabboouutt hhoolliiddaayyss wwiitthh uunnddeerr ttwwooss,, hhoowweevveerr,, tthhee hhoolliiddaayy ffooccuuss mmaayy bbee oonn mmuussiicc ppllaayyeedd aatt hhoommee dduurriinngg aa hhoolliiddaayy ttiimmee;; pphhoottooss ooff tthheemmsseellvveess aanndd //oorr tthheeiirr ffaammiilliieess cceelleebbrraattiinngg;; eexxppoossuurree ttoo ddiiffffeerreenntt ssmmeellllss rreellaattiinngg ttoo ssppeecciiaall ffooooddss ffrroomm hhoommee;; uussiinngg ddeeccoorraattiioonnss iinn tthhee rroooomm wwhhiicchh ddeeppiicctt ddiiffffeerreennccee iinn ccuullttuurree.. TTooddddlleerrss::

CCaattcchh tthhee eexxcciitteemmeenntt ooff hhoolliiddaayyss ffrroomm aadduullttss,, bbuutt ddoonn’’tt uunnddeerrssttaanndd wwhhaatt hhoolliiddaayyss aarree HHaavvee aa bbaassiicc uunnddeerrssttaannddiinngg ooff sseellff iinn rreellaattiioonn ttoo ffaammiillyy EEnnjjooyy eexxpplloorraattiioonn aanndd ccrreeaattiivviittyy MMaayy bbeeccoommee oovveerr ssttiimmuullaatteedd aanndd uuppsseett iiff tthheerree iiss ttoooo mmuucchh cchhaannggee iinn tthheeiirr rroouuttiinnee

IItt wwoouulldd bbee aapppprroopprriiaattee tthheenn,, ttoo bbaassee yyoouurr hhoolliiddaayy aaccttiivviittiieess aarroouunndd tthhee ffoolllloowwiinngg aannttii--bbiiaass aanndd ddeevveellooppmmeennttaall sskkiillllss::

SSttrreennggtthheenniinngg ooff ppoossiittiivvee sseellff ccoonncceepptt VVaalluuiinngg uunniiqquueenneessss ooff sseellff aanndd ootthheerrss TToo nnoottiiccee ssiimmiillaarriittiieess aanndd ddiiffffeerreenncceess

FFoorr ttwwoo aanndd tthhrreeee yyeeaarr oollddss tthheenn,, iitt wwoouulldd bbee aapppprroopprriiaattee ttoo ttaallkk aabboouutt hhoolliiddaayyss,, hhoowweevveerr,, lliimmiitt tthhee ddiissccuussssiioonnss ttoo iinnffoorrmmaattiioonn tthhaatt iiss ffaammiilliiaarr ttoo tthheemm aanndd iinn tteerrmmss ooff tthheeiirr oowwnn ffaammiillyy eexxppeerriieenncceess.. AAsskk tthheeiirr ffaammiilliieess ttoo bbrriinngg iinn ssoommeetthhiinngg ffrroomm hhoommee tthhaatt tthheeiirr cchhiilldd mmaayy rreeccooggnniissee ttoo ccoonnnneecctt wwiitthh tthhee ccoonncceepptt ooff cceelleebbrraattiinngg;; ppllaayy ffaammiilliiaarr hhoolliiddaayy mmuussiicc;; ttrryy ddiiffffeerreenntt ffoooodd;; aadddd ffaammiilliiaarr hhoolliiddaayy iitteemmss ttoo tthhee hhoommee ccoorrnneerr:: rreeaadd hhoolliiddaayy rreellaatteedd ssttoorriieess;; cceelleebbrraattee mmiilleessttoonneess aanndd aaccccoommpplliisshhmmeennttss.. ((BBiissssoonn 11999977;; SSaannddeerrmmaann HHaallll 11999988)).. FFoouurr aanndd FFiivvee yyeeaarr oollddss

AArree ssttaarrttiinngg ttoo uunnddeerrssttaanndd tthhaatt ppeeooppllee cceelleebbrraattee ddiiffffeerreenntt hhoolliiddaayyss CCaann ttaallkk aabboouutt ssiimmiillaarriittiieess aanndd ddiiffffeerreenncceess tthhaatt ccoonnnneecctt ttoo tthheeiirr oowwnn eexxppeerriieenncceess UUnnddeerrssttaanndd ssiimmppllee iinnffoorrmmaattiioonn oonn tthhee mmeeaanniinnggss ooff cceelleebbrraattiioonnss EEnnjjooyy ccrreeaattiivvee eexxppeerriieenncceess,, ttaakkiinngg pprriiddee iinn tthheeiirr aaccccoommpplliisshhmmeennttss AAbbiilliittyy ttoo wwoorrkk ccoo--ooppeerraattiivveellyy



IItt wwoouulldd bbee aapppprroopprriiaattee ttoo bbaassee yyoouurr hhoolliiddaayy aaccttiivviittiieess oonn tthhee ffoolllloowwiinngg aannttii--bbiiaass aanndd ddeevveellooppmmeennttaall sskkiillllss::

CCoonnttiinnuueedd ffoorrmmaattiioonn ooff ppoossiittiivvee sseellff--ccoonncceepptt RReeccooggnniittiioonn ooff sseellff iinn rreellaattiioonn ttoo ffaammiillyy TToo nnoottiiccee ffaaiirr aanndd uunnffaaiirr ttrreeaattmmeenntt TToo sseeee ootthheerr’’ss ppooiinntt ooff vviieeww TToo vvaalluuee sseellff aanndd uunniiqquueenneessss ooff ootthheerrss

AAnn aapppprroopprriiaattee hhoolliiddaayy pprrooggrraamm ffoorr ffoouurr aanndd ffiivvee yyeeaarr oollddss mmaayy ccoonnssiisstt ooff:: mmaakkiinngg aanndd ppuuttttiinngg uupp ddeeccoorraattiioonnss;; ddiissccuussssiioonnss oonn ddiiffffeerreenntt hhoolliiddaayyss ppeeooppllee cceelleebbrraattee;; bbooookkss aabboouutt ddiiffffeerreenntt cceelleebbrraattiioonnss;; ssoonnggss aanndd mmuussiiccaall aaccttiivviittiieess rreellaattiinngg ttoo cceelleebbrraattiioonnss;; aarrtt aaccttiivviittiieess tthhaatt aarree ooppeenn--eennddeedd eevveenn tthhoouugghh tthheerree mmaayy bbee aann eenndd pprroodduucctt ((ddeeccoorraattiioonnss,, ccrraaffttss oorr ggiiffttss));; ooppppoorrttuunniittiieess ttoo rroollee ppllaayy wwiitthh ddrreessss--uuppss rreellaattiinngg ttoo cceelleebbrraattiioonnss ((ssppeecciiaall ccllootthhiinngg ffoorr wweeddddiinnggss));; ccoo--ooppeerraattiivvee pprroojjeeccttss lliikkee aa ggrroouupp ccoollllaaggee.. SScchhooooll aaggee cchhiillddrreenn

BBeeggiinnnniinngg ttoo uunnddeerrssttaanndd hhiissttoorriiccaall iinnffoorrmmaattiioonn HHaavvee aann aawwaarreenneessss ooff ccuullttuurraall ddiivveerrssiittyy TTaakkee aaccttiioonn aaggaaiinnsstt uunnffaaiirr ttrreeaattmmeenntt WWoorrkk ccoo--ooppeerraattiivveellyy iinn aa ggrroouupp EExxpplloorree ccrreeaattiivvee mmeeddiiaa UUssee ccrreeaattiivvee mmaatteerriiaallss iinn aa ppuurrppoosseeffuull wwaayy ((pprroodduucctt oorriieenntteedd))

IItt wwoouulldd bbee aapppprroopprriiaattee ttoo bbaassee yyoouurr hhoolliiddaayy aaccttiivviittiieess aarroouunndd tthhee ffoolllloowwiinngg aannttii--bbiiaass aanndd ddeevveellooppmmeennttaall sskkiillllss::

TToo eexxaammiinnee aalltteerrnnaattiivvee aattttiittuuddeess aanndd vvaalluueess TToo ppaarrttiicciippaattee iinn ggrroouupp aaccttiioonn TToo pprroommoottee rreessppeecctt ffoorr ootthheerrss TToo cchhaalllleennggee bbiiaass

SScchhooooll aaggee cchhiillddrreenn ccaann ppaarrttiicciippaattee iinn aa wwiiddee vvaarriieettyy ooff hhoolliiddaayy aaccttiivviittiieess ssuucchh aass;; ppllaannnniinngg tthhee ffeessttiivviittiieess;; ccooookkiinngg ssppeecciiaall ffoooodd;; mmaakkiinngg ddeeccoorraattiioonnss aanndd ccrraaffttss aassssoocciiaatteedd wwiitthh tthhee cceelleebbrraattiioonn;; ddiissccuussss aanndd rreesseeaarrcchh hhiissttoorriiccaall aanndd ccuullttuurraall ssiiggnniiffiiccaannccee ooff cceelleebbrraattiioonnss.. AAddaapptteedd ffrroomm BBiissssoonn 11999977 aanndd SSaannddeerrmmaann HHaallll 11999988



AAccttiivviittyy:: IInn ssmmaallll ggrroouuppss ddiissccuussss iiddeeaass ffoorr cceelleebbrraattiioonnss bbaasseedd oonn ccuullttuurraall aanndd ddeevveellooppmmeennttaall aapppprroopprriiaatteenneessss bbyy rreessppoonnddiinngg ttoo tthhee ccaassee ssttuuddiieess.. OORR PPrreesseenntt ssoommee hhaannddss oonn aaccttiivviittiieess tthhaatt tthhee ggrroouupp mmaayy ppaarrttiicciippaattee iinn aanndd tthheenn ttaakkee aawwaayy aanndd uussee iinn tthheeiirr oowwnn sseerrvviiccee.. SSeeee hhaannddoouutt ffoorr iiddeeaass.. FFaatthheerr’’ss DDaayy CChhiillddrreenn iinn tthhee pprreesscchhooooll wweerree ttoo mmaakkee aa ffaatthheerr’’ss ddaayy ccaarrdd bbyy ppaaiinnttiinngg aa ppiiccttuurree ooff tthheeiirr ffaatthheerr oonn tthhee ffrroonntt.. TThhee tteeaacchheerr wwrroottee ssoommeetthhiinngg oonn tthhee iinnssiiddee ooff tthheeiirr ccaarrdd bbaasseedd oonn wwhhaatt tthhee cchhiilldd ssaaiidd aabboouutt tthheeiirr ffaatthheerr.. TThhee ppaarreenntt ccoommmmiitttteeee aallssoo sseett uupp aa ssttaallll ffoorr cchhiillddrreennttoo bbuuyy aa pprreesseenntt ffoorr tthheeiirr ffaatthheerr rraannggiinngg ffrroomm ttwwoo ttoo ffiivvee ddoollllaarrss.. WWhhaatt pprroobblleemmss mmaayy aarriissee iinn cceelleebbrraattiinngg FFaatthheerr’’ss DDaayy iinn tthhiiss wwaayy?? HHooww mmiigghhtt yyoouu cceelleebbrraattee FFaatthheerr’’ss DDaayy?? CChhrriissttmmaass SSaamm iiss ppllaayyiinngg wwiitthh tthhee bblloocckkss aatt hhiiss ffaammiillyy ddaayy ccaarree hhoommee.. HHiiss ccaarreerr,, JJuuddii,, ccaallllss hhiimm oovveerr ttoo mmaakkee hhiiss ddeeccoorraattiioonn ffoorr tthhee CChhrriissttmmaass ttrreeee tthhaatt sshhee iiss ppuuttttiinngg uupp tthhaatt ddaayy.. SSaamm rruunnss oovveerr aanndd qquuiicckkllyy ppaasstteess ssoommeetthhiinngg oonn tthhee ccuutt oouutt bbeellll aanndd rruunnss bbaacckk ttoo tthhee bblloocckkss bbeeffoorree ssoommeeoonnee eellssee ggeettss tthheerree.. WWhhaatt ddiidd SSaamm lleeaarrnn ffrroomm tthhiiss ppaarrttiiccuullaarr aaccttiivviittyy?? HHooww ccoouulldd yyoouu iinnccoorrppoorraattee tthhee ccoonncceepptt ooff pprreeppaarriinngg ffoorr aa cceelleebbrraattiioonn iinn aa mmoorree mmeeaanniinnggffuull wwaayy ffoorr SSaamm?? CChhiinneessee NNeeww YYeeaarr YYoouu aarree wwoorrkkiinngg iinn aann OOuutt ooff SScchhooooll HHoouurrss pprrooggrraamm wwiitthh aa ggrroouupp ooff 66 ttoo 1122 yyeeaarr oollddss.. OOnnee ooff tthhee cchhiillddrreenn iinn yyoouurr ggrroouupp iiss CChhiinneessee ssoo yyoouu tthhiinnkk iitt wwoouulldd bbee aa ggoooodd iiddeeaa ttoo cceelleebbrraattee CChhiinneessee NNeeww YYeeaarr.. WWhheerree wwiillll yyoouu ssttaarrtt?? WWhhaatt eexxppeerriieenncceess wwoouulldd yyoouu cchhoooossee ttoo cceelleebbrraattee tthhee eevveenntt?? HHooww wwiillll yyoouu eexxppllaaiinn tthhee mmeeaanniinngg ttoo tthhee cchhiillddrreenn?? BBiirrtthhddaayyss KKeellllyy iiss ttuurrnniinngg 33 ttooddaayy aanndd hheerr mmootthheerr hhaass bbrroouugghhtt iinn aa ccaakkee ffoorr tthhee ccllaassss aalloonngg wwiitthh lloolllliiee bbaaggss ffoorr eeaacchh ooff tthhee cchhiillddrreenn iinn tthhee rroooomm.. OOnnee ooff tthhee cchhiillddrreenn iinn yyoouurr rroooomm ((TTiimm)) iiss aa JJeehhoovvaahh’’ss WWiittnneessss aanndd tthhee ffaammiillyy hhaass ssppeecciiffiiccaallllyy aasskkeedd tthhaatt tthheeiirr cchhiilldd ddooeess nnoott ppaarrttiicciippaattee iinn bbiirrtthhddaayy cceelleebbrraattiioonnss.. YYoouu ffeelltt iitt wwoouulldd bbee aallll rriigghhtt,, hhoowweevveerr,, ffoorr TTiimm ttoo aacccceepptt tthhee bbaagg ooff lloolllliieess ffrroomm KKeellllyy’’ss mmootthheerr.. WWhheenn TTiimm’’ss mmootthheerr ffiinnddss oouutt aabboouutt tthhee lloolllliieess,, sshhee iiss vveerryy aannggrryy tthhaatt yyoouu aalllloowweedd hhiimm ttoo ppaarrttiicciippaattee iinn tthhaatt wwaayy.. HHooww wwiillll yyoouu hhaannddllee tthhiiss ssiittuuaattiioonn?? HHooww ccaann yyoouu ppllaann ffoorr bbiirrtthhddaayy cceelleebbrraattiioonnss iinn aa wwaayy tthhaatt wwiillll nnoott eexxcclluuddee TTiimm?? KKeellllyy aasskkss yyoouu wwhhyy TTiimm’’ss mmootthheerr ddooeess nnoott wwaanntt hhiimm ttoo hhaavvee tthhee lloolllliieess.. HHooww wwiillll yyoouu rreessppoonndd??



Checklist

Develop a celebration policy in your service Start by incorporating celebrations relevant to the individual children in your

program Learn about celebrations yourself in terms that can be explained to children

and build on their existing knowledge Discuss activities with parents Present celebrations within the context of the existing curriculum Never use a celebration as a child’s singular reference to a particular cultural

group-this may result in the children forming stereotypes Reinforce concepts you want to portray to the children-focus on feelings

associated with the celebration You don’t have to celebrate everything- some things may only need to be

acknowledged HAVE FUN

FFaacciilliittaattoorr:: AAllllooww 1155 mmiinnuutteess ttoo ddiissccuussss tthhee ccaassee ssttuuddyy.. AAsskk eeaacchh ggrroouupp ttoo sshhaarree tthheeiirr iiddeeaass wwiitthh tthhee wwhhoollee ggrroouupp.. UUssee tthhee ffoolllloowwiinngg cchheecckklliisstt ttoo ssuummmmaarriissee aanndd ccoonncclluuddee tthhee sseessssiioonn.. DDiissppllaayy OOHH 77



Handouts



Handout 1: Anti-Bias Principles Around Celebrations

Using an anti-bias approach to give meaning to celebrations in an early childhood service may be useful in helping the service decide what and how to choose culturally and developmentally appropriate experiences for young children. If you believe that celebrations are a part of one’s cultural identity, then it is important to recognise days that are special to your group of children. Experiences planned around celebrations can be one way to help children feel good about themselves. By seeing holidays and relevant activities in the curriculum that are special to children and their families, children get a message that who they are and what is important to them is valued by others around them. (Bisson, 1997) However, it is also important to remember that many traditional celebrations are far removed from children’s prior understanding (Creaser and Dau, 1994), therefore, it is important to choose experiences that are based on a child’s experiences and an understanding of individual families ways of celebrating. By getting to know what and how each family celebrates events and by providing appropriate experiences, helps to make the child and family feel more comfortable and secure in a child care situation. Experiences planned around celebrations are one way to teach children about similarities and differences. By celebrating and discussing different ways and different holidays that the families in your service and community celebrate, helps children to feel comfortable with those different from them. Creaser and Dau (1995) point out that holidays and festivals are one of the most important ways to combat ethnocentrism and prejudice. It is a meaningful way to teach children what is fair and unfair treatment. Some holidays may have a negative impact on some groups in our society, lending themselves to stereotypes and bias. By exploring the reasons why a child may not celebrate Christmas or birthdays, for example, or discussing conflicting values or inaccurate information about a particular holiday (i.e. Australia Day) gives children the knowledge to stand up to and take action against unfair treatment.



Handout 2: Developmentally Appropriate Celebrations

Under Two’s

Enjoy familiar faces Need warm positive interactions Explore through their senses

For under two’s it would be appropriate to base you holiday activities around the following anti-bias and developmental skills:

Building self identity and positive self esteem Exposure to difference Sense of self in relation to family

It may not be appropriate to talk about holidays with under twos, however, the holiday focus may be on music played at home during a holiday time; photos of themselves and /or their families celebrating; exposure to different smells relating to special foods from home; using decorations in the room which depict difference in culture. Toddlers:

Catch the excitement of holidays from adults, but don’t understand what holidays are Have a basic understanding of self in relation to family Enjoy exploration and creativity May become over stimulated and upset if there is too much change in their routine

It would be appropriate then, to base your holiday activities around the following anti-bias and developmental skills:

Strengthening of positive self concept Valuing uniqueness of self and others To notice similarities and differences

For two and three year olds then, it would be appropriate to talk about holidays, however, limit the discussions to information that is familiar to them and in terms of their own family experiences. Ask their families to bring in something from home that their child may recognise to connect with the concept of celebrating; play familiar holiday music; try different food; add familiar holiday items to the home corner: read holiday related stories; celebrate milestones and accomplishments. (Bisson 1997; Sanderman Hall 1998).



Four and Five year olds

Are starting to understand that people celebrate different holidays Can talk about similarities and differences that connect to their own experiences Understand simple information on the meanings of celebrations Enjoy creative experiences, taking pride in their accomplishments Ability to work co-operatively

It would be appropriate to base your holiday activities on the following anti-bias and developmental skills:

Continued formation of positive self-concept Recognition of self in relation to family To notice fair and unfair treatment To see other’s point of view To value self and uniqueness of others

An appropriate holiday program for four and five year olds may consist of: making and putting up decorations; discussions on different holidays people celebrate; books about different celebrations; songs and musical activities relating to celebrations; art activities that are open-ended even though there may be an end product (decorations, crafts or gifts); opportunities to role play with dress-ups relating to celebrations (special clothing for weddings); co-operative projects like a group collage. School age children

Beginning to understand historical information Have an awareness of cultural diversity Take action against unfair treatment Work co-operatively in a group Explore creative media Use creative materials in a purposeful way (product oriented)

It would be appropriate to base your holiday activities around the following anti-bias and developmental skills:

To examine alternative attitudes and values To participate in group action To promote respect for others To challenge bias

School age children can participate in a wide variety of holiday activities such as; planning the festivities; cooking special food; making decorations and crafts associated with the celebration; discuss and research historical and cultural significance of celebrations. Adapted from Bisson 1997 and Sanderman Hall 1998



Handout 3: Child Centred Celebrations MILESTONES and ACCOMPLISHMENTS: Celebrating things that are important to and have meaning for children are an important way to build self-esteem. This is also an appropriate way to teach children about difference and offers the first steps in challenging bias. Ways to celebrate vary amongst families and cultures, some examples of what to celebrate are:

Babies first haircut Losing a tooth Success at a skill Having special visitors

Some Aboriginal and Torres Strait Islanders celebrate a child’s (boys) first haircut and first shave. The child’s uncle gives the first haircut. Family would come from many different places and the celebration would consist of music, dancing and a special meal. The hair would be given to the parents to keep. TToo cceelleebbrraattee mmiilleessttoonneess aanndd aaccccoommpplliisshhmmeennttss yyoouu ccoouulldd::

Send special notes home

Take photos

Display on notice board

Cheers and encouragement are given at group time

Create a lifeline Lifelines Cut a length of string for each child and attach individual names. As each child completes artwork, accomplishes a special skill, visits relatives, goes to the hospital, attends a special event or a cultural celebration record and/or photograph and then display on the child’s life line.



OOnnee wwaayy yyoouu ccaann tteeaacchh cchhiillddrreenn aabboouutt ddiiffffeerreennccee iinn tthhee ccoonntteexxtt ooff ssiimmiillaarriittiieess iiss ttoo ffooccuuss oonn tthhee uunnddeerrllyyiinngg tthheemmeess tthhaatt cceelleebbrraattiioonnss hhaavvee iinn ccoommmmoonn.. SSoommee eexxaammpplleess ooff tthheessee aarree aass ffoolllloowwss:: HARVEST

Many different communities around the world hold harvest thanksgivings to give thanks for the year’s harvest and to hope for good crops for the coming year (Cech 1991). To make this type of celebration meaningful for young children focus on the concept of thankfulness and the harvest of food. Introduce activities about growing food; take a field trip to a local green grocery or to a farm. Start a veggie patch or make pumpkin soup. Invite another group of children to join you for lunch. Talk about things we are thankful for; make a collage or book of things we are thankful for. SSoommee HHaarrvveesstt ffeessttiivvaallss::

CChhiinnaa –– HHaarrvveesstt MMoooonn FFeessttiivvaall ((SSeepptteemmbbeerr//OOccttoobbeerr)) Canada and United States - Thanksgiving (October/November) Korea – Chusongal (September)

FESTIVALS OF LIGHT Light is the universal symbol of the human spirit and is used in many celebrations around the world. Candles, fireworks, stars, coloured lights, and lamps are used in many festivals such as Christmas, Chinese New Year and the Hindu Diwali to name a few. Light also is significant in festivals revolving around birth, they are joyous occasions and often include sharing food with family members, gift giving and feasting. (Cech 1991). To make these types of celebrations meaningful to children focus on the concept of gift giving, celebrating birthdays, decorations and special food with family members. You may want to begin with different ways children celebrate their birthday; make different kinds of decorations for the tree at Christmas; make candles; learn to sing happy birthday in another language; invite the parents for a multicultural feast. Some festivals of light include:

Italy – St Nicholas Day (December 6) Hinduism – Diwali (October/November) CChhrriissttiiaanniittyy –– CChhrriissttmmaass ddaayy ((DDeecceemmbbeerr 2255)) JJaappaann -- OO--bboonn ((JJuullyy 1133--1155))



Handout 4: Checklist

DDeevveelloopp aa cceelleebbrraattiioonn ppoolliiccyy iinn yyoouurr sseerrvviiccee SSttaarrtt bbyy iinnccoorrppoorraattiinngg cceelleebbrraattiioonnss rreelleevvaanntt ttoo tthhee iinnddiivviidduuaall cchhiillddrreenn iinn yyoouurr pprrooggrraamm

LLeeaarrnn aabboouutt cceelleebbrraattiioonnss yyoouurrsseellff iinn tteerrmmss tthhaatt ccaann bbee eexxppllaaiinneedd ttoo cchhiillddrreenn aanndd bbuuiilldd oonn tthheeiirr eexxiissttiinngg kknnoowwlleeddggee

DDiissccuussss aaccttiivviittiieess wwiitthh ppaarreennttss

PPrreesseenntt cceelleebbrraattiioonnss wwiitthhiinn tthhee ccoonntteexxtt ooff tthhee eexxiissttiinngg ccuurrrriiccuulluumm

NNeevveerr uussee aa cceelleebbrraattiioonn aass aa cchhiilldd’’ss ssiinngguullaarr rreeffeerreennccee ttoo aa ppaarrttiiccuullaarr ccuullttuurraall ggrroouupp--tthhiiss mmaayy rreessuulltt iinn cchhiillddrreenn ffoorrmmiinngg sstteerreeoottyyppeess

RReeiinnffoorrccee ccoonncceeppttss yyoouu wwaanntt ttoo ppoorrttrraayy ttoo tthhee cchhiillddrreenn--ffooccuuss oonn ffeeeelliinnggss aassssoocciiaatteedd wwiitthh tthhee cceelleebbrraattiioonn

YYoouu ddoonn’’tt hhaavvee ttoo cceelleebbrraattee eevveerryytthhiinngg-- ssoommee tthhiinnggss mmaayy oonnllyy nneeeedd ttoo bbee aacckknnoowwlleeddggeedd

HHAAVVEE FFUUNN



Overhead Transparancies



OH 1: Learning Outcomes

Examine the difficulties and benefits of including celebrations within the curriculum

Identify criteria on how to choose developmentally appropriate and relevant celebrations for children

Identify ways to incorporate celebrations into the program

Develop ideas for hands-on celebration activities



OH 2:Possible Difficulties

The program may only focus on the ‘exotic’ which accentuates difference and fails to give children information on how people live their daily lives

Could become stereotypical – may promote the idea that all members of a group share the same attitudes and values about a particular celebration

If we focus too narrowly on celebrations we risk using a “tourist approach” where children visit only one aspect of a culture

May not be able to present the celebration in a ‘hands on’ approach - the way in which children learn best

The event may have no relevance or meaningful concepts for children to learn something about the particular culture

Deciding on which celebrations to recognise in order to be inclusive and equitable

Parents may not see the relevance for their children

Parents may not want their children to be included for various reasons

Growing commercialism around certain celebrations



OH 3: Holidays And Celebrations

““CCeelleebbrraattiioonnss eevvoollvvee wwiitthhiinn aa ppaarrttiiccuullaarr ccuullttuurree oorr ccoommmmuunniittyy aanndd rreefflleecctt tthhee ffeeeelliinnggss,, bbeelliieeffss,, aanndd eevveennttss tthhaatt hhaavvee ggrreeaatt mmeeaanniinngg

iinn tthhaatt ccuullttuurree.. CCeelleebbrraattiioonnss bbrriinngg ppeeooppllee ttooggeetthheerr ffoorr aa ssoobbeerr ppuurrppoossee oorr ffoorr mmeerrrriimmeenntt aanndd ffuunn.. IItt iiss aa ttiimmee ooff rreeccoonnnneeccttiioonn wwiitthh oouurr

ccoommmmuunniittyy,, vvaalluueess,, aanndd oouurr oowwnn iiddeennttiittyy.. HHoolliiddaayyss ggiivvee uuss aa cchhaannccee ttoo eexxpprreessss oouurr

ffeeeelliinnggss ooff jjooyy,, ssaaddnneessss,, aanndd rreessppeecctt tthhrroouugghh cceerreemmoonniieess aanndd rriittuuaallss.. TThhrroouugghh cceelleebbrraattiinngg,, wwee ccoommee ttooggeetthheerr aass aa ggrroouupp ttoo rreelleeaassee oouurr

ssttrroonngg ffeeeelliinnggss.. TThhiiss hheellppss bbuuiilldd aa sseennssee ooff ccoommmmuunniittyy,, bbeelloonnggiinngg,, aanndd ffrriieennddsshhiipp..””

((TTeexxaass DDeepptt.. ooff HHuummaann SSeerrvviicceess ffrroomm YYoorrkk 11999911 114499))



OH4: WHY CELEBRATE?

When we recognise different days that are special to particular families and cultural groups

we are saying we value those differences

We share with children a desire to learn more about others

Through what we recognise, respond to and find

out about, children receive messages about what is valued in our society and what is not

Is a meaningful way to teach children about

similarities and differences

Gives teachers the opportunity to tackle issues of bias and prejudice

Teaches values

Celebrations are an important way to involve families and the community into your program



OH5: Child Centered Celebrations should focus on:

Events that are culturally relevant to individual children and their families

Offering children relevant learning

experiences based on prior knowledge, experiences, skills and

attitudes Ways in which individual families

celebrate events

Anti-bias curriculum goals Parents input and opportunities for

involvement



OH 6(a): Developmentally Appropriate Celebrations

Under Two’s Enjoy familiar faces Need warm positive interactions Explore through their senses

For under two’s it would be appropriate to base you holiday activities around the following anti-bias and developmental skills:

Building self identity and positive self esteem Exposure to difference Sense of self in relation to family



OH 6(b): Developmentally Appropriate Celebrations

Toddlers (2 and 3 years old) Building self identity and positive self esteem Exposure to difference Sense of self in relation to family Catch the excitement of holidays from adults, but don’t understand what holidays are Have a basic understanding of self in relation to family Enjoy exploration and creativity May become over stimulated and upset if there is too much change in their routine It would be appropriate then, to base your holiday activities around the following anti-bias and developmental skills: Strengthening of positive self concept Valuing uniqueness of self and others To notice similarities and differences



OH 6(c): Developmentally Appropriate Celebrations

Four and Five year olds Are starting to understand that people

celebrate different holidays Can talk about similarities and differences that

connect to their own experiences Understand simple information on the

meanings of celebrations Enjoy creative experiences, taking pride in

their accomplishments Ability to work co-operatively It would be appropriate to base your holiday

activities on the following anti-bias and developmental skills: Continued formation of positive self-concept Recognition of self in relation to family To notice fair and unfair treatment To see other’s point of view To value self and uniqueness of others



OH 6(d): Developmentally Appropriate Celebrations

Four and Five year olds cont… School age children Beginning to understand historical information Have an awareness of cultural diversity Take action against unfair treatment Work co-operatively in a group Explore creative media Use creative materials in a purposeful way

(product oriented) It would be appropriate to base your holiday

activities around the following anti-bias and developmental skills: To examine alternative attitudes and values To participate in group action To promote respect for others To challenge bias



OH7: Checklist

DDeevveelloopp aa cceelleebbrraattiioonn ppoolliiccyy iinn yyoouurr sseerrvviiccee

SSttaarrtt bbyy iinnccoorrppoorraattiinngg cceelleebbrraattiioonnss rreelleevvaanntt ttoo tthhee iinnddiivviidduuaall cchhiillddrreenn iinn yyoouurr pprrooggrraamm

LLeeaarrnn aabboouutt cceelleebbrraattiioonnss yyoouurrsseellff iinn tteerrmmss tthhaatt

ccaann bbee eexxppllaaiinneedd ttoo cchhiillddrreenn aanndd bbuuiilldd oonn tthheeiirr eexxiissttiinngg kknnoowwlleeddggee

DDiissccuussss aaccttiivviittiieess wwiitthh ppaarreennttss

PPrreesseenntt cceelleebbrraattiioonnss wwiitthhiinn tthhee ccoonntteexxtt ooff tthhee

eexxiissttiinngg ccuurrrriiccuulluumm

NNeevveerr uussee aa cceelleebbrraattiioonn aass aa cchhiilldd’’ss ssiinngguullaarr rreeffeerreennccee ttoo aa ppaarrttiiccuullaarr ccuullttuurraall ggrroouupp--tthhiiss

mmaayy rreessuulltt iinn tthhee cchhiillddrreenn ffoorrmmiinngg sstteerreeoottyyppeess

RReeiinnffoorrccee ccoonncceeppttss yyoouu wwaanntt ttoo ppoorrttrraayy ttoo tthhee cchhiillddrreenn--ffooccuuss oonn ffeeeelliinnggss aassssoocciiaatteedd wwiitthh tthhee

cceelleebbrraattiioonn

YYoouu ddoonn’’tt hhaavvee ttoo cceelleebbrraattee eevveerryytthhiinngg-- ssoommee tthhiinnggss mmaayy oonnllyy nneeeedd ttoo bbee aacckknnoowwlleeddggeedd

HHAAVVEE FFUUNN



Activities



Activity 1: Find Someone In The Group Ask a different person to respond to each question. Talk to only one person at a time. Write each person’s name in the first column, and then next to it write down one thing you have in common with them and one way in which you are different.

1. As a child my favourite celebration was… I celebrated by…

2. My favourite celebration now is…I celebrate by…

3. My birthday is…I celebrate by…

4. On special occasions, I like to eat…

5. On special occasions, I like to wear…

6. Wedding ceremonies in my family/cultural group include…

7. Ceremonies around death in my family/cultural group include…

8. Celebrating a new birth in my family/cultural group includes…

9. I have an understanding of a celebration different from my own.. It is celebrated by……

10. I have participated in a celebration different from my own…I joined in by…..



Response Sheet

NAME SIMILARITIES DIFFERENCES

Use this information to introduce one person in the group.



Activity 2: Developing A Policy For Child Centred Inclusive Celebrations

1. Choosing celebrations to acknowledge and/or celebrate

should be based on the following … 2. We will gain accurate information on celebrations by… 3. Celebrations may be implemented into the program in

the following ways… 4. Religious aspects of celebrations will be handled by… 5. We will avoid the ‘tourist’ approach to celebrations by… 6. To avoid excluding children that do not participate in

particular celebrations we will… 7. To ensure the activities chosen are relevant and

developmentally appropriate we will… 8. To avoid a commercialist approach to mainstream

celebration we might try… 9. To involve parents in choosing and implementing

celebration(s) we will… 1100.. To evaluate the effectiveness of the choice of holiday

activities we will…



Scenarios:

Father’s Day Children in the preschool were to make a father’s day card painting a picture of their father on the front. The teacher wrote something on the inside of the card based on what the child said about their father. The parent committee also set up a stall for children to buy a present for their father ranging from $2 to $5 dollars. What problems may arise in celebrating Father’s Day in this way? How might you celebrate Father’s Day?

Christmas Sam is playing with the blocks at his family day care home. His carer, Judi, calls him over to make his decoration for the Christmas tree she is putting up that day. Sam runs over and quickly pastes something on the cut out bell and runs back to the blocks before someone else gets there. What did Sam learn from this particular activity? How could you incorporate the concept of preparing for a celebration in a more meaningful way for Sam?

Chinese New Year You are working in an out of school hours program with a group of 6 to 12 year olds. One of the children in your group is Chinese so you think it would be a good idea to celebrate Chinese New Year. Where will you start? What experiences would you choose to celebrate the event? How will you explain the meaning to the children?

Birthdays Kelly is turning 3 today and her mother has brought in a cake for the class along with lollie bags for each of the children in the room. One of the children in your room (Tim) is a Jehovah’s Witness and the family has specifically asked that their child does not participate in birthday celebrations. You felt it would be all right for Tim to accept the bag of lollies from Kelly’s mother. When Tim’s mother finds out about the lollies she is very angry that you allowed him to participate in that way. How will you handle the situation at hand? How can you plan for birthday celebrations in a way that will not exclude Tim? Kelly asks you why Tim’s mother does not want him to have the lollies. How will you respond?



Readings



Notes to trainer: The celebrations chosen for further research can be of your choice. These can be used to discuss the underpinning values and beliefs of the celebration, how the values and beliefs change over time and whether the celebrations incorporate bias and/or stereotypes about other cultures. Thanksgiving: Thanksgiving is celebrated with family and friends, which includes a special meal of

turkey, squash, pumpkin pie and other traditional foods from the countries first harvests.

In Canada it is also common to attend what is known as a “Fall Supper” which is a

community based celebration including the same traditional food and games for the

children and adults.

Facts about Thanksgiving: • Traditional English harvest celebration

• Was identified in the 19th century as an American holiday

• The colonists invited the Indians to share the fruits of the first successful harvest.

However, this account has some harmful bias attached to it. The first colonist (pilgrims) actually considered the Indians to be devils in disguise and treated them as such. Moreover, the Indians who supposedly participated in this dinner and were thankful for a peaceful future were sadly mistaken. This type of stereotypical and false account of history can be the cause of harmful bias. As carers of children we must ensure the concepts and materials we present to children are accurate and NOT stereotypical. Refer to song “It’s Thanksgiving”

• Refer to appropriate activities in handout

Halloween AA sseeccuullaarr hhoolliiddaayy ffoorr cchhiillddrreenn ttoo ddrreessss uupp iinn ccoossttuummeess aanndd ‘‘ttrriicckk oorr ttrreeaatt’’ ffoorr lloolllliieess.. PPrraannkkss aarree oofftteenn ppllaayyeedd bbyy oollddeerr cchhiillddrreenn.. MMoorree rreecceennttllyy aadduullttss hhaavvee oorrggaanniizzeedd HHaalllloowweeeenn ppaarrttiieess wwhheerree eevveerryyoonnee ccoommeess ddrreesssseedd uupp ffoorr aa ggaatthheerriinngg wwiitthh aa ffeessttiivvee aattmmoosspphheerree.. FFaaccttss aabboouutt HHaalllloowweeeenn::

•• WWaass oorriiggiinnaallllyy aa CCeellttiicc NNeeww YYeeaarr hhoolliiddaayy,, oonn tthhaatt ddaayy tthhee ssppiirriittss ooff tthhoossee tthhaatt ddiieedd dduurriinngg tthhaatt yyeeaarr ccaammee bbaacckk iinn sseeaarrcchh ooff bbooddiieess ttoo ppoosssseessss ffoorr tthhee nneexxtt yyeeaarr.. TThhee vviillllaaggeerrss wwoouulldd ddrreessss uupp iinn gghhoouulliisshh ccoossttuummeess aanndd ddiissttiinngguuiisshh ffiirreess iinn tthheeiirr hhoommeess ttoo ssccaarree ooffff tthhee ssppiirriittss..

•• TThheerree aarree ootthheerr aaccccoouunnttss ooff tthhee CCeellttss bbuurrnniinngg ssoommeeoonnee aatt tthhee ssttaakkee aass aa lleessssoonn ttoo tthhee ssppiirriittss..

•• TThhiiss hhoolliiddaayy wwaass aaddoopptteedd bbyy tthhee RRoommaannss wwhhoomm rreeppllaacceedd bbuurrnniinngg ssoommeeoonnee aatt tthhee ssttaakkee ttoo bbuurrnniinngg eeffffiiggiieess



•• TThhee ccuussttoomm ooff ttrriicckk oorr ttrreeaattiinngg iiss ssaaiidd ttoo ccoommee ffrroomm tthhee CChhrriissttiiaann pprraaccttiiccee ooff bbeeggggiinngg ffoorr ‘‘ssoouull ccaakkeess’’ aanndd iinn rreettuurrnn tthheeyy wwoouulldd ssaayy eexxttrraa pprraayyeerrss ffoorr tthhee ddeeaadd rreellaattiivveess ooff tthhee ddoonnoorrss.. AAtt tthhaatt,, ttiimmee pprraayyeerrss ssaaiidd ffoorr tthhee ssoouullss iinn ppuurrggaattoorryy aafftteerr ddeeaatthh wwoouulldd hhaasstteenn tthheeiirr ppaassssaaggee ttoo hheeaavveenn..

•• TThhee jjaacckk--oo--llaanntteerrnn pprroobbaabbllyy ccoommeess ffrroomm aann IIrriisshh ffoollkklloorree.. JJaacckk,, wwhhoomm wwaass aa ddrruunnkkaarrdd aanndd aa ttrriicckksstteerr,, wwaass ddeenniieedd eennttrraannccee iinnttoo hheeaavveenn bbeeccaauussee ooff hhiiss eevviill wwaayyss,, bbuutt aallssoo ddeenniieedd aacccceessss iinnttoo hheellll bbeeccaauussee hhee hhaadd ttrriicckkeedd tthhee ddeevviill.. IInnsstteeaadd,, hhee wwaass ggiivveenn aa lliigghhtt ttoo ppllaacceedd iinn aa hhoolllloowweedd oouutt ttuurrnniipp ttoo sseeee hhiiss wwaayy tthhrroouugghh ddaarrkknneessss.. TThhee AAmmeerriiccaannss cchhaannggeedd tthhiiss ttoo aa ppuummppkkiinn bbeeccaauussee ppuummppkkiinnss wweerree mmoorree pplleennttiiffuull tthhaann ttuurrnniippss..

SSoommee ppeeooppllee wwoouulldd cchhaalllleennggee tthhiiss hhoolliiddaayy bbeeccaauussee iitt ccrreeaatteess sstteerreeoottyyppiiccaall iimmaaggeess ooff ggeennddeerr,, aaggee aanndd ccoolloouurr (( sseeeeiinngg bbllaacckk aass eevviill)) aanndd mmaayy ppllaanntt tthhee nnoottiioonn ooff ‘‘ffeeaarr ooff ddeeaatthh’’ iinnttoo yyoouunngg cchhiillddrreenn’’ss mmiinnddss.. IItt aallssoo tteeaacchheess cchhiillddrreenn ttoo aasskk ffoorr ccaannddyy ffrroomm ssttrraannggeerrss,, wwhhiicchh ggooeess aaggaaiinnsstt tthhee rruulleess ooff ‘‘ssttrraannggeerr ddaannggeerr’’.. AAlltteerrnnaattiivveess:: TTaallkk aabboouutt wwiittcchheess aass hheeaalleerrss,, cceelleebbrraattee CCaarrnniivvaall oorr MMaarrddii GGrraass-- hhoolliiddaayy rreepprreesseennttss ffuunn iinn ddrreessssiinngg uupp,, DDiiaa ddee llooss MMuueerrttooss –– aa ppaarraalllleell MMeexxiiccaann ttrraaddiittiioonn wwhhiicchh cceelleebbrraatteess tthhee mmeemmoorriieess ooff lloovveedd oonneess wwhhoomm hhaavvee ppaasssseedd aawwaayy –– tteeaacchhiinngg ‘‘ccaarriinngg’’ aass aa vvaalluuee.. CChhiillddrreenn ccaann ccrreeaattee ddrraawwiinnggss,, ssccuullppttuurreess aanndd ssttoorriieess aabboouutt lloovveedd oonneess..



References: Bisson, J. (1997). Celebrate! An Anti-Bias Guide to Enjoying Holidays. Redleaf Press, St. Paul, MN. USA. Bredekamp, S. (1991). Developmentally Appropriate Practice. National Association for the Education of Young Children. USA. Creaser, B. and Dau, E. (1995). The Anti-Bias Approach in Early Childhood. Harper Collins Publishers, NSW. Creaser, B. and Dau, E. Who’s in Charge of Celebrations? AECA Resource Book Series. Volume 1 Number 1 March 1994. Cech, M. (1991). Globalchild Multicultural Resources for Young Children. Addison-Wesley Publishing Co. Inc. USA. Darling, K. (1994). Multicultural Celebrations. Monday Morning Books Inc., Palo Alto, CA. USA. Ekberg, M. (1988). Small World Celebrations. Totline Publishers, Torrance, CA. USA. Gowrie Resource News. Let’s Celebrate! Lady Gowrie Child Center Eskineville, NSW. Volume 1, Number 4, June 1998. Multicultural Child Care Unit. Festivals and celebrations in our Multicultural Society. November 1996, South Australia. Neubert, K. and Jones, E. Creating Culturally Relevant Holiday Curriculum: A Negotiation. Young Children. Volume 53, Number 5, September 1998. Saderman Hall, N. (1998). Creative Resources for the Anti-bias Classroom. Delmar Publishers. USA. Tsambouniaris, M. (1998). Cultural Themes in Children’s Services. ECCF&CSC Inner City SUPS Program, Sydney. Wendt, J. (1986). Christmas Around the World. Warner Press, Inc. USA. York, S. (1991). Roots and Wings. Redleaf Press, Minnesota, USA. York, S (1992). Developing Roots and Wings. Redleaf Press, Minnesota, USA.

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