Tawara D. Goode ▪ National Center for Cultural Competence ▪ Georgetown University Center for Child and Human Development ▪ University Center for
Excellence in Developmental Disabilities Education, Research & Service ▪ June 1989 ( Revised 2009).
Page 1
PROMOTING CULTURAL & LINGUISTIC COMPETENCY
Self-Assessment Checklist for Personnel Providing Services and Supports
In Early Intervention and Early Childhood Settings
Directions
:
Please select A, B, or C for each item listed below.
A = Things I do frequently, or statement applies to me to a great degree
B = Things I do occasionally, or statement applies to me to a moderate degree
C = Things I do rarely or never, or statement applies to me to minimal degree or not at all
PHYSICAL ENVIRONMENT, MATERIALS & RESOURCES
_____1. I display pictures, posters and other materials that reflect the cultures
and ethnic backgrounds of children and families served in my early
childhood program or setting.
_____2. I select props for the dramatic play/housekeeping areas that are
culturally diverse (e.g. dolls, clothing, cooking utensils, household
articles, furniture).
_____3. I ensure that the book/literacy area has pictures and storybooks that
reflect the different cultures of children and families served in my early
childhood program or setting.
_____4.
I ensure that table-top toys and other play accessories (that depict
people) are representative of the various cultural and ethnic groups
both within my community and the society in general.
_____5.
I read a variety of books exposing children in my early childhood
program or setting to various life experiences of cultures and ethnic
groups other than their own.
_____6.
When such books are not available, I provide opportunities for children
and their families to create their own books and include them among
the resources and materials in my early childhood program or setting.
_____7.
I adapt the above referenced a