Cultural diversity

Cultural diversity

Part 1


Members of the family are all different, yet we are all the same in the sense that we want to be respected for how we think and believe. Respecting elders was always taught at home for instance and laughing at others was never encouraged although we would make fun of others during the family fun times. Respect had to be paramount for the elderly since it was through them that we were able to learn various virtues that would aid us in the daily lives. Respect can then be translated to friends and peers as well as in school because it is a give and take value in that you earn it back. How this value was supported was when I was influenced positively since I made sure that my students were treated fairly regardless of their family status and background.


This value is supported once one is nominated to be a leader in various church groups which could include the Uniform Group as well as the Women’s Ministries Group. Service is learned once one volunteer to join various groups that help the needy. They don’t have to offer monetary returns but instead should be geared towards improving the livelihoods and the welfare of the community. For a service, one does not need to be compensated since it is not directed to an individual but then the entire community or organization thereof.


Kindness is a value that should be adhered to in everyday lives. It is marked by ethical characteristics as well as a concern for others. Several studies have put forth that both genders tend to value kindness and intelligence in their prospective mates. Being kind means good even to the community in the sense that it is inherent in good behavior manifested in an individual.


This is a virtue that goes hand in hand with service. It is normally supported when an individual is chosen by the people to represent their ideas to their higher authorities, and one should lead by example. One is given an opportunity to showcase his skills and qualities. The community itself shapes its people to be leaders of their own and guide one another to success. This brings togetherness, and at the end of it all, everybody will be satisfied. The family too shapes the children to be the future leaders by equipping them with the right skills in their path to achieving this (Atwater 1994).


This is the most important value that one learns from the family. Knowledge being awareness or an understanding of something is acquired through education or experience. This education inculcates some values in them that they gain from their families as well as the society at large. My parents could teach me how to perform some home duties as well as tell me stories from the past that helped me gain a lot from them especially in enriching my knowledge. Knowledge is very paramount in solving matters at work as well as issues with peers since with knowledge; you get the right skills (McKinley 1992).


This is being able to accept responsibility for the outcomes that are expected from someone whether good or bad. Until one can take responsibility for those actions, then they are victim. Being a victim of that case turns out to be the exact opposite leadership since one should neither blame thing out of control as well as others? Accountability, like leadership, enables one to take the initiative to take responsibility for the results as well as influencing the outcomes.

Part 2

Babies (0-12 Months)

The child grows and can learn more during their first 12 months compared to any other time of their life. They can make connections to the world around them as well as their emotions. Some physical developments here are assisted walking and laughing out loud. From the 6th month, the babies start to sleep through the night. What happens here during this phase explains what the child may be doing, play-based learning, communication with the child as well as the child’s behavior and related information (Bruce 2012).

You can support the baby’s learning by; playing together, meeting needs and having lots of loving contacts, responding to the baby’s movements and sounds, knowing the baby and responding to and noticing what they want.

Toddlers (1-3 Years)

Understanding and use of words build rapidly. The child says two to three words that are recognizable during year one. Their skills and coordination are improved a lot, and they learn many things which include: how to hold a pencil and scribble, kick the ball and climb stairs. At his stage, they show their personality traits and they are easily frustrated. At three years, they can identify a friend by name, ask questions frequently and listen and tell stories.

Preschoolers (3-5 years)

The child develops more socially and is more coordinated physically and my progress to riding a bicycle. Here they speak well, use hands and fingers skillfully and understand how to play well with others.

School age (5-8 Years)

For most children, it starts at age five since most of them are now naturally problem solvers. The materials needed are books, pencils, rubber, crayons since they can now red and write. The child has improved their balance and coordination skills (Bruce 1992).


Atwater, M. M. (1994). Research on cultural diversity in the classroom. Handbook of research     on science teaching and learning, 558-576.

Bruce, P. G. T. (1992). Exploring learning: Young children and blockplay. SAGE.

Bruce, T. (2012). Early childhood education. Hachette UK.

McKinley, E., Waiti, P. M., & Bell, B. (1992). Language, culture and science education. International Journal of Science Education, 14(5), 579-5

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