by Migrant TASC, Academy for Educational Development, Washington, DC
The Head Start Program Performance Standards provide very clear statements on the importance of cultural diversity. Programs must "provide an environment of acceptance which helps each child build ethnic pride, develop a positive self-concept, enhance individual strengths, and develop facility in social relation ships" (1991, page 6).
The Performance Standards emphasize that programs should respond to children's needs by providing experiences which enhance their cultural and ethnic background, stimulating their overall social and emotional development (1991, page 8).
In the Hispanic culture, for example, although Hispanics speak the same language, there are many differences in words and expressions depending upon the country or region of origin. Children may have difficulty understanding even Spanish-speaking people of another country or from another region.
Individuals have a deep, inherited pride of their region or country of origin which makes them feel different from others - cultural identity. It is important for Head Start staff to know there are specific dishes, names for foods, language expressions, folklore, dances, etc., that are unique to the children and families they serve and which constitute each family's cultural identity.
When we travel, move from one place to another, or interact with people of different backgrounds, we can appreciate the enormous diversity in the way groups name, prepare, and eat foods. For example, tortillas are an everyday food for Mexican and Central Americans, but are not commonly used or perhaps even known in some Caribbean Islands. For most Caribbean's, a tortilla is an egg omelet. For some South Americans, tortillas are made differently than the ones made in Mexico or Central America.
Rice and beans cooked together constitute a typical dish of many Hispanic countries, but are named differently depending upon the country; for example, moro (Domician Republic), congri (Cuba), arroz con habichuelas (Puerto Rico), gallo pinto (Costa Rica and other Central American countries), casamiento (Nicaragua), arrozseco (Peru), arroz con caraotas (Venezuela), etc.
The following list reflects a few examples of the many names of one food in different Latin American countries:
Bean: frijoles, caraotas, menestras, habichuelas, frejoles porotos
Corn: maiz, elote, chocic, morocho
Sweet Potato: camote, batata, boniato, patata
Grapefruit: toronja, pomeio
Pork: cerdo, cochino, marrano, lechon, puerco, chancho
In addition to being aware of the names of different foods within a specific ethnic group, there are many ways Head Start programs can incorporate "culturally sensitive" nutrition activities into their classrooms. These include:
- Have open discussions with children about foods they enjoy and which are served at family reunions.
- Provide food activities about crops harvested by families (in the case of migrants). Discuss different ways of using that specific crop. For example, make a fruit salad, or talk about how people like, use, and serve onions.
- Discuss favorite snacks, emphasizing the importance of fruit and vegetables for good health.
- Discuss the importance of children's parents work in providing for other people's needs and how everybody's job contributes to society.
- Provide "story telling" activities that include traditional family recipes and countries of origin.
We must take that challenge with courage and responsibility so that "as we celebrate diversity, Head Start children will grow more competent and be able to accept the commonalities and differences in people" (Head Start Multicultural Principles Memorandum, 3/5/ 91, page 21).
And, for us to be effective in achieving Head Start goals, we must develop "cultural sensitivity" within ourselves.
