Antibias and Multicultural Curriculum Assessment Profile – Revised (AMCAP-R)

Helps each child build pride in his/her self, family and culture.

Models and encourages nondiscriminatory behavior.

Incorporates each child's cultural and/or ethnic background into curriculum planning (e.g., uses songs and games from various cultures, dramatizes stories from various cultural origins, etc.).

Models and encourages nondiscriminatory behavior.

Clarifies children's misconceptions about bias (e.g., misconceptions such as believing if one sits in a wheelchair they will never walk again, being afraid of African Americans because they have funny hair, or distrusting Asians because they have different names, etc.).

Recognizes, respects, and accepts each child's individual strengths and unique characteristics regardless of race, ethnicity, culture, gender, cognitive or physical ability.

Gathers and appropriately uses information from families about their cultural and/or ethnic background.

Redirects children's inappropriate and/or unacceptable biased behavior toward themselves and others.

Models verbal language that helps children identify and describe their feelings (e.g., 'You're mad because...', etc.).

Avoids making comparisons among and between children.

Encourages development and expression of empathy among and between children and adults.

Provides experiences that encourage positive cooperative interactions among racial/ethnic, gender, and ability groups.

Engages children in critical thinking and questioning about stereotypes (unfair and untrue images).

Provides age-appropriate activities and experiences that encourage children's exploration and curiosity of their own direct experiences of bias based on cultural/ethnic, gender, ability, similarities and differences, etc.

Builds upon what children already know about human similarities and differences (e.g., sex, hair, eye, and skin color, etc.) and preferences (likes and dislikes).

Provides experiences that encourage the development of positive and supportive relationships among racial, ethnic, gender, and ability groups.

Engages children in developmentally appropriate discussions about topics relative to bias, prejudice, culture, ethnicity, gender, and ability similarities and differences.

Facilitates children's verbal expression through reflections of their thoughts (e.g., 'It sounds like you think...', 'Do you think that...' etc.).

Implements activities and techniques to help each child form an awareness and understanding of bias.

Responds appropriately and immediately (that is, answers or explores) to children's curiosity and/or questioning about cultural, ethnic, gender and/or ability similarities and differences, bias, discrimination, etc.

Facilitates children's understanding through reflections of their and others' feelings (e.g., 'Liz, Jamie is feeling really sad because you called him brown skin...', 'John is angry because Mary and Nia will not let him play with the dolls.', etc.).

Helps each child to accept, respect, understand, and appreciate his/her own and others' unique strengths.

Encourages development and expression of altruism among and between children and adults.

Utilizes at least 3 different types of diverse and bias-free activities and materials (e.g., varied ethnic/racial, gender, and special needs reflected in pictures, books, toys such as dolls, puzzles, games, etc.) that represent at least 3 different types of cultural and/or ethnic groups.

Seeks information from families about how they want their children to handle bias directed against them or others.

Encourages each child's understanding of themself as an individual and in relation to others.

Helps each child understand, accept, appreciate, and respect individual and others' similarities and differences (e.g., physical characteristics, including skin, eye, and hair color, physical ability, gender, culture, ethnicity, family lifestyles, etc.).