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Juliana Ortiz

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Colours of Us | All about multicultural children's books

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Your one-stop source for multicultural children's books & toys, listed by subjects, ethnicity and age groups. We promote diversity because representation matters!

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Juliana Ortiz

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Multicultural Children’s Fashion Show—a unique, enjoyable event

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Juliana Ortiz

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Juliana Ortiz

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Juliana Ortiz

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Bianka Vega

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Inspired by the book " The Crayon Box That Talked " this lesson will show children that when we all work together, the results are much more interesting and colorful.

Students can create a day of the dead skull mask using paint, glue, glitter, puffy paint and more!

Ages: 11-14 yrs

Kids can learn how to make a kinara craft using paper, to celebrate Kwanzaa.

Grades: Grades 3-5, Grades 6-8

Students can make a poncho out of a paper bag or piece of fabric.

Levels: Junior, Middle School

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Multicultural Art and Craft Lessons for Kids K-12: Crafts from Around the World: KinderArt

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Inspired by the book " The Crayon Box That Talked " this lesson will show children that when we all work together, the results are much more interesting and colorful. Students can create a day of the dead skull mask using paint, glue, glitter, puffy paint and more!

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Karla Flores

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Sesame Street: Color of Me Song- What is the color of "you"?

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Sesame Street: Color of Me Song- What is the color of "you"?

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Karla Flores

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Rene Has Two Last Names / Rene tiene dos apellidos (English and Spanish Edition)

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Rene Has Two Last Names / Rene tiene dos apellidos (English and Spanish Edition)

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Karla Flores

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Karla Flores

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Karla Flores

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Bianka Vega

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Jose Hernandez, recipient 2016 National Hispanic Hero Award

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http://www.nea.org/tools/resources-addressing-multicultural-diversity-issues-in-your-classroom.htm

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https://youtu.be/UhGsy3QUSowhttps://youtu.be/UhGsy3QUSow

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Devon Le Blanc my favorite childhood book

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Devan Le Blanc

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Devan Le Blanc

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Bianka Vega

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Bianka Vega

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Bianka Vega

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Youtube Video: Hello to All the Children

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Youtube Video: Hello to All the Children

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Miriam Galan

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Miriam Galan

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Tuesday, May 14th, 2013

How to Talk to Kids About Race: What's Appropriate for Ages 3-8 / © shutterstock

The topic of race is too often reduced to encouraging our children to ignore the racial differences around them, with the idea that this will result in creating a "colorblind" child who is more inclusive in her ability to see beyond color. There's nothing wrong with wanting our children to look beneath the surface. That's why we say things like "don't judge a book by its cover" and "it's what's on the inside that really matters." But when we jump to this teaching before we have answered the many questions our children have about differences, and before we've taught them skills and strategies to combat racism, we have not adequately prepared them to be truly inclusive, especially as they will pick up on biased messages from the media as they grow. In order to promote inclusivity, we would do better to give our children a basic understanding about skin color differences and the value that being in a diverse community has for all of us. In this sense, becoming colorblind is not the ultimate goal. The real objective is recognizing, appreciating and understanding differences within the larger context of building inclusive communities.

The following is a developmental guide to talking about race for ages three to eight. I write this from the perspective of being a white kindergarten teacher and mother of two biracial daughters. I've thought a lot about how to lead developmentally appropriate conversations about race with my students and my children, and what it means to be white in the context of talking about race. This article also comes out of conversations I've had with other white parents, who have voiced their questions about what is developmentally appropriate to talk about with young children, and expressed their discomfort when their child says something about a racial difference in public. This guide is geared toward:

Answering questions about what is developmentally appropriate by age in talking about race

Providing a framework for a rich and interesting conversation around race, without discomfort or embarrassment, especially when children point out differences.

Teaching Race to 3-4 Year Olds

At this age children are full of curiosity about the world around them and begin to try to make sense of new and exciting environments like school. What a great time to begin a conversation about race and skin color! Read picture books that celebrate all the different shades we come in.

Some of my favorites are:

"The Skin You Live in" by Michael Tyler.

"All the Colors of the Earth" by Sheila Hamanaka

and "Skin Again" by bell hooks.

Tell your child that being surrounded by different skin tones makes the world a richer, more beautiful and interesting place!

A fun activity around skin color is to gather various shades of paint, including white, peach, different browns, etc. and mix paints together to find your child's-and your-skin tone. You can use this paint to make artwork together. Most important, celebrate the diversity of skin tones in your own family, your larger community and the world while stressing the importance of not using these differences to put each other down.

Teaching Race to 5-6 Year Olds

At this age, the conversation around skin color/race can become even more rich and interesting as children begin to voice their questions about why we are the way we are and how we got our skin colors. Answer their questions! Read books to your child that give a more scientific explanation of melanin and where skin colors come from. The best one I've found for this age group is "All the Colors We Are" by Katie Kissinger.

This is also the time to clear up any confusion your child may have about race. One of my white kindergarten students once told me that his mother was black. What he was trying to say was that she was tan, but he needed help figuring out those categories and what they mean.

Five and six is also the age to give children language they can use to be inclusive with one another. For example, I often observe white kindergarteners being fascinated with the hair of African-American students, especially girls, and wanting to touch their hair. This is a problem for the African-American students, and for their parents, who did not necessarily want hands in their children's hair every day. In my class, we had class meetings about the importance of giving our classmates personal space. But the conversation didn't stop there. We also read books about different hair types, in order to teach about why we have different hair and why it's important to appreciate this difference. One good book is "Hair Dance!" by Dinah Johnson.

Another great resource for reinforcing the beauty of all different types of hair is the Sesame Street video, "I Love My Hair:"

It is also important to talk explicitly with your child about racism, in order to help them recognize bias and racism when its occurs-either in their own lives or in the media. Your five or six year old will probably learn about the story of Martin Luther King Jr. and the Civil Rights movement this year, if she doesn't know about it already. This is an important time to stress the dangers of excluding others because of race. Use puppets to act out scenarios of exclusion around skin color and engage your child as a problem solver to come up with inclusive solutions. Also, connect the story of Dr. King to someone your child knows who works to stand up for a community and make positive change. This will help your child make sense of the story and of the larger themes around social justice and working toward peaceful change. You can also read children's books that have " changemakers" in them. "The Lorax" by Dr. Seuss is a good one!

Teaching Race to 7-8 Year Olds

At this age, children should have a basic understanding of where skin color comes from, how to be inclusive with one another around skin color differences and how to recognize bias or racism when they see it. If they don't have this basic understanding, go back to the section on 3-4 year olds and begin there! It's OK to start at square one in the conversation about race, even with an older child. Think of it as how you might assist your child in gaining a basic understanding of math in order to be prepared for higher math classes. There's no shame in "skilling up" in any important learning area, whether it be math or learning about race, racism and empathy.

Along with continuing the work of appreciating the beauty of all races, through open dialogue about the importance of diversity in your school and/or neighborhood, it is critical to seek out media that features main characters of color. Help your child find books to read that feature characters of all different races, and not just the books that tell stories around racism, though those are important too. It is essential that your child sees characters of all races in "every day" books, experiencing relatable problems and situations. This will expand your child's ability to empathize with all different kinds of people. As children get older and begin to pay attention to, and receive more messages about people of color in TV shows, advertisements and movies that are not always positive or affirming, this basis you created will become especially important.

In the conversation about race with slightly older children, we can discuss more strategies around how to be anti-racists. It is key to talk openly about how to be an ally, rather than a bystander, when it comes to viewing racism. Talk about "what if it's not me"-what do you do if it's not you that's the victim of prejudice.

Teach your child about key anti-racists from the Civil Rights movement of all different races, such as those who are not often talked about, like Bob Moses, Myles Horton, Diane Nash and Fannie Lou Hamer.

Find people in your own family or community who work to solve problems. Talk about how change happens when many people work together to fight against injustices. Ask your child what problems they see in their community and find ways to take action together, through community service, church groups, volunteering, etc. Continue to create space for your child to ask their growing questions about race and racism. And if you don't know the answers or how to respond, it's OK to say, "I need to think about that and get back to you'" and then do some reading to expand your own knowledge. Here are some books that have helped me: by Tim Wise, Why are All the Black Kids Sitting Together in the Cafeteria by Beverly Daniel Tatum, I'm Chocolate, You're Vanilla: Raising Healthy Black and Biracial Children in a Race-Conscious World by Marguerite A. Wright and by Po Bronson.

More fun activities to do around race/skin color:

Go to a paint store and get all different colors of paint chips. Have your child compare her skin to the paint chips and use these names as inspiration for poetry or artwork.

Use the book "Tan to Tamarind" by Malathi Michelle Iyengar to explore poems about the color brown, a color often left out of children's poetry and songs. After reading the poems, use brown spices such as cinnamon, cloves, coffee grounds and nutmeg to make art. Write poems about how these spices feel and smell. The result is a collection of beautiful associations with the color brown.

Encourage your child to add skin colors to their drawings of people and especially on their own self-portraits. You can purchase skin color pencils and crayons at most art stores. A great book to read before drawing a self-portrait or having your child draw one is "The Colors of Us" by Karen Katz.

The attention given to the idea that everyone has a skin color, not only people of color, will work to build your child's understanding of race and the importance of being inclusive. It will also work against any tendency white children have to view their skin as "colorless," which can be dangerous in the context of our shared history around racism, where being white was often seen as being just "American," or as Toni Morrison writes inJazz, "In this country American means white. Everyone else has to hyphenate."

© 2013, Madeleine Rogin. All rights reserved.

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How to Talk to Kids About Race: What's Appropriate for Ages 3-8

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The topic of race is too often reduced to encouraging our children to ignore the racial differences around them, with the idea that this will result in creating a "colorblind" child who is more inclusive in her ability to see beyond color. This approach is inadequate and does not promote inclusivity.

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Tara Kostan

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Recently, thanks to the generosity of Ronald A. Belkin, LACMA received an important work by the 19th-century Mexican painter Felipe Santiago Gutiérrez (Mexico, Texcoco, 1824-1904). To commemorate the occasion, we invited James Oles to give a lecture on the importance of the work. What follows is a conversation between Dr. Oles and LACMA's curator and department head of Latin American art Ilona Katzew about this poignant picture, the first 19th-century Mexican painting to enter the collection.

Felipe Santiago Gutiérrez, Indian Woman with Marigold (Mujer indígena con cempasúchil), 1876, Gift of Ronald A. Belkin, Long Beach, California

Ilona Katzew: Jay, you recently published an impressive survey of the history of Mexican art and architecture from the Conquest to the present; in it you feature Felipe Santiago Gutiérrez, the artist of the wonderful painting that was recently gifted to LACMA. What can you tell us about Gutiérrez's training and artistic trajectory?

James Oles: Gutiérrez isn't so well known today, but he really was a key figure in the 19th century: he was born in Texcoco, near Mexico City. At the not-so-surprisingly young age of twelve he enrolled in the Academy of San Carlos in Mexico City and studied there until 1848 when he was invited to Toluca to teach; he then returned to the Academy in 1855 to continue his studies. Actually, for the rest of his career he hardly stayed in any one city for long, traveling all over Mexico, the US, Europe, and South America; he was particularly important in the professionalization of arts education in Bogotá, Colombia, in the 1870s and 1880s. He worked in almost every genre, but while I think his costumbrista images (scenes of everyday life) are really compelling, I only included one work by him in my book, and that was an example of his more serious, earlier academic work, a history painting called The Oath of Brutus of 1857 (Museo Nacional de Arte, Mexico City), as an example of how neoclassicism, as a style and a theme, had a long life in Mexico's Academy.

IK: It is interesting that, after Santiago Gutiérrez enrolled in the Academy in 1836, he studied with the Catalan painter Pelegrín Clavé (1811-1880), who had arrived in Mexico in 1846. Clavé, as you know, was one of several European professors charged with reorganizing the school (the Academy was then facing massive financial constraints). He was a highly influential figure, renowned for his portraits that often provide a sense of the psychology of his subjects. The portrait of this woman is somewhat of a mystery. Do you have a sense of who the sitter might be?

JO: Well, the original title is lost, which is a problem-and I wasn't able to definitively connect this work to a title mentioned in one of the period reviews of his exhibitions; it almost looks like a specific portrait, and Gutiérrez was adept at portraiture, but this is really more of a genre painting, a quite sympathetic representation of a "type" (the pregnant mother) with a moral or allegorical message. She is depicted gazing at a marigold, a flower the Aztecs associated with death and that is still featured on Day of the Dead altars, perhaps as a sentimental reference to infant mortality. There were actually a few paintings done at the time employing similar compositions, of women looking at flowers or empty cribs or other fraught images, though they all tended to be white. I bet he used a live model, perhaps a servant (as Diego Rivera would do later), but at this time, it would have been surprising if he had recorded her name.

IK: Everyday subjects were of particular interest among 19th-century academic artists. How does the picture draw from other local traditions, such as 18th- and 19th-century depictions of racial types and trades, and what elements, in you estimation, sets it apart?

JO: I was interested to discover that Gutiérrez met Gustave Courbet (1819-1877) in Paris in the early 1870s, though I am not sure how close the connection was. This might have sensitized him to debates about Realism, to the idea that one might seek to ennoble the working class. I don't think this picture has much to do with 18th-century casta paintings (the depictions of racial mixing which today are quite well-known); instead, undoubtedly it was inspired by images of "types," in which local or national identity was embodied in working class figures, often isolated on the canvas or in a photograph, like the molendera-the woman grinding corn-or the aguador, or waterseller. The date of the picture, 1876, is precisely when the photographers Cruces and Campa were making their famous images of types, some of which included indigenous women. Here the hairstyle and white huipil (a loose blouse with origins in the pre-Conquest period) probably indicates she is an Otomí; another work by Gutiérrez indicates that he painted Otomí Indians in the town of Huixquilucan, which is now a fancy suburb of Mexico City, but was then quite rural and remote.

IK: Felipe Santiago Gutiérrez, as you noted, was an extremely peripatetic artist. He traveled incessantly in Mexico, the United States, South America, and Europe. His influence and connection with artists in the many cities he visited (including San Francisco and New York) remains a fertile yet largely uncharted chapter of his career. Was this a typical trajectory for a 19th-century Mexican artist? What can you tell us about academic Mexican artists "north of the border?"

JO: Well, most of the leading 19th century Mexican artists went to Europe at some point, with or without a scholarship from the Academy, in order to perfect their studies, though fewer visited the US. The great landscape painter José María Velasco (1840-1912) also got around, for he served as a sort of cultural ambassador during the Porfirian regime, charged with the fine arts displays at the late 19th-century world's fairs in Paris and Chicago, for example. But Gutiérrez's frenetic itinerary wasn't typical, not at all. As for the experience of Mexicans north of the border in the 19th century-and actually, a key figure here is the Cuban poet and art critic José Martí (1853-1895), who worked in both Mexico City and New York-well, there is a lot more research to be done about that, but I'm not surprised someone with formal academic training, like Gutiérrez, would have found patrons in San Francisco in the 1870s: there were a lot of newly rich people there and it was still sort of the frontier.

IK: Finally, Jay, why do you think the 19th century has been more neglected than other areas in the United States, and why is the acquisition of this painting especially significant for a major US museum?

JO: 19th-century Mexican art is the subject of extensive study in Mexico, as you know, but it is true that it has been generally (despite great work by a few of our colleagues) neglected in the US, in part because there are so few works from this period in this country. There are only three or so paintings by Velasco in US public collections, and he was the most famous artist of his day, but basically, this period just wasn't appreciated by curators or collectors here. First of all, a lot of it didn't look very "Mexican," and there was also a lingering anti-academic prejudice: the Mexican Renaissance of the 1920s was predicated on a rejection of most 19th-century art, and that rejection echoed through academia and museums for a long time. And today, great examples rarely come on the market-there are avid collectors in Mexico, and also deep holdings in the national collections. So this work, which might have been exhibited in San Francisco and sold to a local collector soon after it was painted (though that is speculation on my part) is really fantastic, because it serves as a necessary hinge for LACMA, where there is a huge gap between the museum's rich holdings of viceregal and modern art. To the extent that LACMA hopes one day to provide a sweeping overview, works from the "forgotten century" are going to have to be brought back into the narrative: , Rivera's respectful homage to indigenous culture of 1925, after all, didn't come from out of the blue.

IK: You make a very good point here. Rivera's picture draws as much on cubism as on Mexico's earlier traditions. The 19th century is unquestionably an area that we have our eyes set on for future collecting, which makes the accession of Felipe Santiago Gutiérrez's painting especially relevant.

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LACMA Acquires Its First 19th-Century Mexican Painting | Unframed

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Recently, thanks to the generosity of Ronald A. Belkin, LACMA received an important work by the 19th-century Mexican painter Felipe Santiago Gutiérrez (Mexico, Texcoco, 1824-1904). To commemorate the occasion, we invited James Oles to give a lecture on the importance of the work.

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Melissa Amezcua

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Cameron Boyce | Official Disney Channel UK

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Descendants Cast Shows Off Dance Moves & Karaoke Skills

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Cameron Boyce Honors The Clinton 12 | Black History Month | Disney XD

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In celebration of Black History Month, Cameron Boyce discusses the heroic journey of his grandmother, Jo Ann Boyce, and her involvement in the Clinton 12. Official Sites: http://www.watchdisneyxd.com http://www.disneyxd.com Click the SUBSCRIBE button to get notifications when new Disney XD videos are posted!

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Tara Kostan

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We've updated our Future Voters Project! Check out our new resources, including a lesson bank for teaching about voter suppression, PD for managing partisanship in your classroom, discussion guides for addressing current events and more! Educators in the Deep South can check out our grants supporting school-based voter registration. And educators nationwide can sign up for this week's free webinar on registering student voters during this unprecedented election season!

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Teaching Tolerance | Diversity, Equity And Justice

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Teaching Tolerance provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

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Tara Kostan

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Tara Kostan

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Tara Kostan

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Melissa Amezcua

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Melissa Amezcua

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Melissa Amezcua

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Melissa Amezcua

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Miriam Galan

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Miriam Galan

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Miriam Galan

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By Barbara Blackmon

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Being Different is Beautiful by LittleSikhs.com (Diversity Video for Children, Kids, & Schools)

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Teshemia Bryant

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Teshemia Bryant

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Multicultural Song | Diversity Song For Kids | It's Our World

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Teshemia Bryant

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Teshemia Bryant

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Teshemia Bryant

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By Beverly Harris

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Mixed Nutz Main Title Sequence - Multicultural PBS Kids Series

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Website: Pre-K ages Celebrating Diversity in the Classroom

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Website: Pre-K ages Celebrating Diversity in the Classroom

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By Beverly Harris

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Preschool, Pre-K, and Kindergarten tips for celebrating diversity in the classroom.

Diversity in the Classroom

What is a diverse classroom?
A diverse classroom is one in which both the students and the teacher are accepting of all people, regardless of their race, culture, or religion. This acceptance is evidenced by the books that are read aloud, the discussions that are had, and any activities or lessons that are taught.

Diverse Picture Books

You can find a comprehensive list of 25 age-appropriate, picture books to promote diversity here.

Teaching Diversity

What is the best way to ensure your classroom embraces diversity?
Making a conscious effort to read more picture books that feature diverse characters aloud to your students is one way to include more diversity in your classroom. Also be sure to include picture books in your classroom library that feature diverse characters as much as possible.

Studying Christmas Around the World is not considered diverse, it is exclusive. When one culture, religion, or minority group is signaled out as being different, attention is being called to these differences instead of calling attention to the similarities.

When diversity, or "Christmas Around the World," is taught as a separate unit, it is confined to one or two weeks of our students lives and will have little, if any impact on their understanding and acceptance of other cultures or religions in the long run. As a rule of thumb, steer clear of Christmas Around the World and focus instead on incorporating diverse literature into your daily routine. Use those "teachable moments" to discuss similarities as they arise during your large group time.

Diverse Students

Is it necessary to have diverse students to teach diversity in the classroom?
No. This is a common misconception, in fact, if you have a homogenous classroom is it especially important to emphasize diversity because the only exposure your students may get to other cultures is through the activities, picture books, and lessons you provide them with.

Importance of Diversity

Why is diversity so important in the classroom?
Diversity is important because the world is changing every day. We must learn to accept and get along with people of all cultures, races, and religions in order to become productive citizens of the world. It is our job as teachers to prepare our students for the real world, and the real world is one which is very diverse.

We, as professional educators, have the opportunity to demonstrate for our students the importance of love and acceptance NOW, even if it is not being taught at home. Chances are, by the time your students reach the real world, it will be a much more diverse place than it is now - and we need to prepare them for that.

What can I do to make my classroom more diverse?

Provide books in the classroom library that feature children of many different skin tones and cultures. You can find many of our favorite picture books here.

Choose to display pictures or artwork on your classroom walls that feature a wide variety of diverse children.

Discuss similarities and differences between cultures with your students openly, but emphasize the similarities.

Provide students with paint, paper, and crayons that represent diverse skin tones as often as possible. Allow students to choose the color of paint, paper, or crayons they want to use.

Communicate regularly with a class in a different country via Skype.

Read diverse picture books to your class often.

If you discuss one holiday in class, be sure to discuss them all. For example, instead of focusing only on Christmas, make sure to cover and give equal time to Hanukkah and Kwanzaa too. Make sure to discuss the Lunar New Year, Ramadan, and Diwalii, when the time comes too.

Classroom Photos

Above is our What a Wonderful World bulletin board that we make on the very first day of school. I give each child a multicultural person shape and they decorate it with crayons. I invite them to choose their skin color. We place the little paper children around the world holding hands to show that we are all friends. The earth was made by cutting and pasting large blue and green sheets of butcher paper together and laminating. This display stays up all year. Above the display you can see a banner that reads "We Are All Americans".

Diverse Resources

More Teaching Tips from Pre-K Pages

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Teaching Diversity in Preschool Pre-K and Kindergarten

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Preschool, Pre-K, and Kindergarten tips for celebrating diversity in the classroom. What is a diverse classroom? A diverse classroom is one in which both the students and the teacher are accepting of all people, regardless of their race, culture, or religion.

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By Barbara Blackmon

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By Beverly Harris

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Website:14 Ways for kids to learn about our World 

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Website:14 Ways for kids to learn about our World 

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By Barbara Blackmon

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By: Barbara Blackmon

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By Beverly Harris

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By Beverly Harris

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By Acacia Warren

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by This post contains affiliate links. If you click through and make a purchase, we receive a small commission.
Teaching our kids about diversity is crucial but not always easy. We all want kids who are globally minded and not just tolerant of but accepting of differences-kids who see the colors and textures of the world and its peoples for all their beauty. But the world will teach our kids other lessons about diversity and race when they are out in it, and it likely won't be the positive, peace-and-love messages we hope they will receive. That's why it's critical to have our own conversations with our kids about our skin color differences and all forms of diversity, including our cultural and ethnic backgrounds, languages, disabilities and sexual orientation. Conversations about diversity at home will help equip kids with the tools they need to make sense of things they will hear and see in the world.

But these conversations can often be tougher ones for parents to manage, sometimes not knowing what is right to say, what's too much or too little. We need prepare and educate ourselves first. Below are some resources to help parents do just that:

25 resources for teaching kids about diversity
Approaching Diversity Education with Kids-it starts with the parents!
" NurtureShock: New Thinking About Children ," chapter 3 (but the whole book is worth a read)
Picture Books about Diversity
Reading diverse picture books with kids, including books that talk about race, is a great starting point for opening up conversations about all types of diversity. Here are a few suggestions.
Living in a beautiful rainbow world Children's Books that Feature Great and Diverse Historical Figures
In honor of Martin Luther King Day this month, here are a few books to help our kids learn about leaders around the world who have worked for civil rights, justice and peace.

Rosa Parks: Rosa

It's also important our kids see diverse characters when they watch TV. Here are a few recommendations.

More suggestions for kid-friendly foreign films from author Homa Tavangar can be found here.

Bino and Fino is an excellent children's cartoon created in Nigeria.

The 99 is the first comic book and cartoon series featuring Muslim superheroes

More suggestions for diverse cartoons can be found here.

Please feel free to add some articles and resources you have found helpful in the comments.

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25 Resources for Teaching Kids about Diversity

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by This post contains affiliate links. If you click through and make a purchase, we receive a small commission. Teaching our kids about diversity is crucial but not always easy. We all want kids who are globally minded and not just tolerant of but accepting of differences-kids who see the colors and textures of the world and its peoples for all their beauty.

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By Acacia Warren

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Sesame Street: Will.i.am Sings "What I Am"

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By Barbara Blackmon

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By Acacia Warren