Integrating Diversity Into the Curriculum You teach best what you most need to learn. More mature children are developing a firmer grasp of the passage of time, and their more refined cognitive abilities enable them to deal with more abstract ideas. They can also benefit from meaningful, diverse experiences such as those recommended here. But young children, as we have seen, must have a variety of experiences about life now before history can begin to make sense. They must first get to know themselves-along with their families, friends in school, their neighbors, and people they will play with and work alongside all their lives.
Family members become active participants in their children's education, at home and at school.
In the process, children begin to recognize the common threads that unite us all as Americans. Children improve their handwriting skills by penning their own family stories, for example. They learn how mathematics works by keeping score when they play traditional games, or by measuring when they cook or construct replicas of their neighborhoods. Reading and language are perfect for learning more about each other as children share their original books, hear fascinating stories that span generations, note the similarity of expressions from one language to another, and pretend to play the roles of people today and yesterday. Although world history is not taught per se in the primary grades, it is important for teachers of young children to understand the events and circumstances involving cultural groups-ranging from the first Americans, to the most recent of immigrants.