As a integrated early childhood teacher I teach, accommodate, and differentiate each day to meet the diverse needs of all the children. In our classroom we acknowledge, love, and respect each child's differences of race, gender, social class, culture, religion, and ability. Teaching acceptance of all children at such a young age is done through adult modeling, questioning, role playing, and supporting open ended interactions. During large group times we often ask "is it ok" if a child has black hair vs. blonde, if a child doesn't use words to talk vs. a child who does, if a child has dark skin vs. light skin, if a child goes to worship/church vs. a child who doesn't, etc. Through posing those questions many more may arise. We will also follow up with "why do you think that's ok?" This conversations are just the beginning stages of teaching acceptance and love for all and must be carried out beyond the preschool years.
Another thing to remember when teaching love and acceptance of all children, is that you must know each child and their family. Knowing where each child comes from (their experiences, cultures, values, expectations, interests, abilities, difficulties, etc.) is something I believe to be one of the most important jobs as a teacher. Making assumptions about a family and their child can lead to miscommunication and misunderstandings. Through home visits and open communication throughout the school year I am able to build that deeper relationship and understand each family. Racial biases are a huge part of our country today. Teaching and setting the path of acceptance must be done prior to a child's time in the early childhood classroom as well as after that year. Families and teachers of all grade levels must work as a team in order to build that love, trust, and acceptance of all!
Source: Banks, J.A., & Banks, C. A. M. (2013). Multicultural education. Hoboken, NJ: Wiley.