Addressing Diversity and Inclusion in a Day Care Centre

Home/ Addressing Diversity and Inclusion in a Day Care Centre
Course TypeCourse CodeNo. Of Credits
Foundation CoreSVS1EC4022

Semester and Year Offered: Semester-4, Winter-2019

Course Coordinator and Team: Dr Sunita Singh and Fariha Siddiqui

Email of course coordinator:

Pre-requisites: The course focuses on the job role of supervisor (Level-6) in an early childhood centre. The course is meant to be offered to those who have specific knowledge and skills related to Day care facilitator (Level-5) offered in 1st year and skills of supervisors offered in semester-3 of the programme


The specific objectives of the course are to:

  • Recognize the diversities at a day care centre
  • Understand the significance of inclusion in early years
  • Demonstrate skills to make daycare environment inclusive for all
  • Design and evaluate activities to ensure inclusion
  • Create an inclusive learning environment through learning centres and displays
  • Mentor the facilitator and monitor the inclusivity of the daycare programme

Course Outcomes:

After completing the course, students will be able to:

  • Analyse one's own biases and prejudices
  • Demonstrate appropriate practices for children with different abilities, background and age
  • Reflect diversity in a daycare programme; implicitly and explicitly
  • Develop and use indicators for monitoring and mentoring facilitators to include all children effectively in various activities at the centre
  • Critically reflect on the responses and participation levels of children in the programme as it is being planned and implemented
  • Assess the inclusivity of the programme for different ages and abilities of children.

Brief description of modules/ Main modules:

Module 1: Diversity and its significance in the Indian context

The focus of this module is to understand diversities in Indian society and the significance of addressing diversities at a day care centre.

Module 2: Inclusive practices

This module will focus on creating an inclusive environment at the early childhood centre. It will equip students with skills for creating inclusive programme, establish inclusive routines and practices, design multicultural activities and learning centres and displays.

Assessment Details with weights:


Assessment Type



Written Assignment-1



Written Assignment-2



Term-end Exam



Class Participation




Reading List:

  1. Diversity and inclusion in early childhood: Chapter 6: Disability and inclusion (pp. 116-137), Chapter 7, SEN and Inclusion (pp. 138-159)
  2. Follari, L. (2014). Valuing Diversity in Early Childhood Education. Follari, L. (2014). Valuing Diversity in Early Childhood Education. Pearson. Chapter 10: Supporting individual learners (pp. 246-265)
  3. Mayesky, M. (2008).Creative activities for young children. Cengage Learning. Chapter 24: Creativity, diversity and the early childhood program (pp. 561-573), Chapter 25: Creative multicultural curriculum ideas (pp. 574-588), Chapter 26: Developmentally appropriate celebrations (pp. 589-602)
  4. Daly, N. (2017). How Today’s Toys May Be Harming Your Daughter. National Geographic. Retrieved from:
  5. Office of the Minister for Children. (2006). Diversity and equality guidelines for childcare providers. Retrieved from: (Sections 1 and 2; pp. 1-16 )
  6. Devarakonda, Chandrika. (2012). Diversity and inclusion in early childhood: An introduction. Sage.Chapter 1: Gender and Inclusion (pp. 11-30) Chapter 3: Culture and Inclusion (pp. 32-73)
  7. Diversity and equality guidelines for childcare providers. (Section 3: Diversity and Equality; pp. 17-26) , Section 3.5. Networking on diversity and equality ,Section 4.1: Partnership with families


  1. Derman-Sparks, L. (1989). Anti-bias curriculum: Tools for empowering young children. National Association for the Education of Young Children, 1834 Connecticut Avenue, NW, Washington, DC
  2. UNESCO. (2004). Embracing diversity: Toolkit for creating inclusive, learning-friendly environments.
  3. Freeman, N. K. (2007). Preschoolers’ perceptions of gender appropriate toys and their parents’ beliefs about genderized behaviors: Miscommunication, mixed messages, or hidden truths?.Early Childhood Education Journal, 34(5), 357-366.
  4. Cortina, R., San Román, S., & San Román, S. (Eds.). (2006). Women and teaching: Globalperspectives on the feminization of a profession. Springer.
  5. Bhasin, K. (2000). Understanding gender. Kali for women.
  6. Rege, S. (2006). Writing Caste/Writing Gender: Narrating Dalit Women's Testimonies, NewDelhi: Zubaan.
  7. Vimal Dadasaheb More.Teen Teen Dagadachi Chul
  8. Christie, A. (2006). Negotiating the uncomfortable intersections between gender and professional identities in social work. Critical Social Policy, 26(2), 390-411.
  9. Subramanian, S. V., et al. (2006).The mortality divide in India: the differential contributions of gender, caste, and standard of living across the life course. American Journal of Public Health, 96(5), 818-825.