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"socio cultural issues in early childhood education
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The standards in 2006 program, which directly related to Anti-Bias Education were:
1. Recognizes own traits (Gains: Tells own physical characteristics, Tells overall emotional characteristics.)
8. Respects the diversity (Gains: Accepts own different characteristic, accepts others have different characteristics)
The number of standards, which are directly related to anti-bias education, was surprisingly very few, which demonstrates improvement of the standards were inevitable to offer a culturally responsive education. However, one of the suggestions for the early childhood teachers in this early childhood education program book was to create a “Respect for Diversity Education” (Milli Eğitim Bakanlığı, 2006). Based on the ECE program book (Milli
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The numbers of standards directly related to ABE are increased, but the suggestions for the “Respects for Diversity Education” are not in the program book. A kindergarten teacher might utilize S1 and S2 to create activities, which might increase the self-awareness of the children and family pride, which exactly match with the first goal of ABE. While I was working, I created a wall for the family photograph’s, and invited the parents of the students in to my classroom. By applying S6 and S8 into a kindergarten curriculum, the teacher might create opportunities to their students to become more aware and respect the other individuals, who have different characteristics. Then the teacher should create an environment to discuss how to protect others’ right, when they against discriminatory actions. In this way, the teacher will be empowering the students’ skills to speak up for others to protect them, which is the last goal of ABE. Lastly, the teachers might apply S9 to their lesson plans to deeply discuss the culture of children, but first the teacher should become cognizant about the cultural background of the each student. With my current knowledge on ABE, I would confidently create an ABE in a kindergarten setting by using aforementioned five social emotional
... practices could be put into action, to build towards an anti-biased curriculum and inclusive environment.
Throughout this term I learned so much about young children, anti-bias education, developmental growth and so much more. Education is something that shouldn’t be taken lightly; these are development steps of a young child that could help determine their future. Children need to be guided emotionally, academically, mentally and emotionally. Parents teach their children practices and their beliefs to help the child get ready for the world. Parents and teacher should always be involved in a child's learning process, despite of their values or beliefs. Everyone cultures are different, and how they expect their children to behave is different too. As adults, and teachers, we can’t have a set mindset on what we only believe in because, there is always
"Equal educational opportunity to all students means that teachers and schools promote the full development of students as individuals, without regard for race, ethnicity, gender, abilities, and disabilities." (Parkay & Stanford, Chapter 2) According to the article Educating/Fostering Culturally Responsive Teachers, it addresses issues of concern in the preparation of teachers, who will be expected to teach students from diverse backgrounds in a culturally responsive and educationally healthy way. The use of Standards as a framework provided specific indicators for determining the enhanced knowledge and skills those culturally responsive teachers needs in order to go forward. For example, as teachers describe the philosophy of education, understand how students learn and develop and apply that knowledge in their practice, teach students with respect for their individual and cultural characteristics, know their content area and how to teach it. Teachers facilitate, monitor and assess student learning. Teachers create and maintain a learning environment in which all students are actively engaged and contributing members. Teachers work as partners with parents, families and with the community.
California's decision in 1996 to outlaw the use of race in public college admissions was widely viewed as the beginning of the end for affirmative action at public universities all over the United States. But in the four years since Californians passed Proposition 209, most states have agreed that killing affirmative action outright would deepen social inequality by denying minority citizens access to higher education. The half-dozen states that are actually thinking about abandoning race-sensitive
Racial preference has indisputably favored Caucasian males in society. Recently this dynamic has been debated in all aspects of life, including college admission. Racial bias has intruded on the students’ rights to being treated fairly. Admitting students on merit puts the best individuals into the professional environment. A university’s unprejudiced attitude towards race in applicants eliminates biases, empowers universities to harness the full potential of students’ intellect, and gives students an equal chance at admission.
Social identities are important to consider while educating an anti-bias classroom. Anyone can learn to be a skilled teacher who makes a point to be anti-bias. What many people don’t understand, is that even if you think you are completely un-bias, some of our schemas are learned when you are very young.
Delpit's article is in support of the multicultural education theory. She invites the reader to travel with her "to other worlds…learning to see albeit dimly, through the haze of our own cultural lenses" (Delpit, 1995, pg.69). Delpit's article identifies the four problems of educating poor and culturally diverse children she believes educators need to resolve in order to achieve multiculturalism in the classroom.
I believe this is a very relevant topic today since prejudice and discrimination has become the leading issue of violence. The goal of this type of education is to teach the students that they have worth and can learn. It is a very positive subject matter when considering the benefits of implementing this type of education into a school system. This type of education encourages students of a diverse background to have a positive self-identity, pride in their heritage, accept others with diverse backgrounds, and promote social justice against prejudice and discrimination. Teachers can change the conversation in their classrooms by adding spontaneous and relevant content to their curriculum that both promotes multiculturalism and connects with the students. I believe a big part of making a change in our society today is by ‘changing the conversation’ whether that is about discrimination or another important issue. Teachers can step in at a very early age and promote feelings of self-worth and encourage the students to accept each other aside from cultural
This research report presents an analysis of and conclusions drawn from the experiences and perspectives of two educators that work in the early childhood setting. The main objective is to identify key elements and issues in relation to the families, diversity and difference. In particular how an early childhood educator implements, different approaches to honour culture and diversity, and to advocate for social justice in an early childhood settings. As such, it allows an insight into the important role that families and their background plays in the everyday lives of the children and educators within early childhood settings. In today’s ever-changing growing society it is essential for educators to be flexible to the diversity and differences with families of today. Gaining an insight into way that educators view and approach these important elements will enable the readers to understand that diversity and social justice is not only interwoven into today’s education system but also the educators themselves.
A significant problem of practice in education is teacher bias. Teacher bias has implications around race, ethnicity, gender, sexuality and socioeconomic status. Teachers must be willing to examine their beliefs, acknowledge and overcome their biases. Teachers need to evaluate their practices in relation to their ideals as well as recognize and assess the position of power they hold in their classrooms in order to be true Social Justice Educators (Cooper, 2003).
Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students gaining a high level of respect for those unlike them, preferably than a judgmental and prejudiced view.
Racism and ethnicity continue to affect the sector of education in most parts of the world. More often, it influences adults and children’s experiences in education at all levels and in various ways. These include professional employment, academic performance, parental involvement, social interactions, assessment issues, and curriculum development. Certainly, the terms racism and ethnicity identify as problematic and arise socially. Therefore, many people fail to recognize that racism is a perception about the color of the skin and traditions of a particular group of people. Racism and ethnicity exist in quite blatant and subtle forms. As such, racism and ethnicity usually lead to negative consequences for the group that does not belong to the dominant culture. The contemporary racism originated from various avenues, one of it being the society norms and upbringing. Indeed, as children grow, they exclusively rely on their parents or guardians to learn new things. Moreover, part of the upbringing involves teaching the children things about the society and the
Anti-bias values are based on the principles and methods of support on respect and embrace difference and take action against bias and unjust. Creating a secure, respectful and reciprocal relationship that value diversity among people. Anti-bias teaching requires critical thinking and problem solving by both children and adults. The overall objective is to create an environment of personal growth and positive group identity, through which every child will reach her or his full potential. Our goal is to empower children at all levels in this diverse and changing society. “In an anti-bias classroom, children learn to be proud of themselves and of their families, to respect human differences, to recognize bias, and to speak up for what is right” (p.
The concepts included in providing a more diverse, multicultural education are requiring teachers to review their own issues and prejudices while expanding their knowledge of the many cultures that make up the classroom. These efforts help the educator recognize the various individual and cultural differences of each student, as well as gain an understanding on how these differences impact the learning process. The purpose of this paper is to reflect upon individual and cultural difference research and why diverse students struggle to succeed in school. Furthermore, I will share some instructional approaches I could implement in the classroom to accommodate diverse students. Finally, I will discuss the responsibility of educators in addressing the issue of how our o...
According to David O. McKay (2013), multicultural education is constructed to prepare pupils for citizenship in a democratic society by facilitating them to take into account the needs of all individuals; it shed light on how issues of language, ethnicity, culture, religion race, abilities/disabilities, and gender are entwined with educational content and processes. A multicultural curriculum is needed to accommodate for diverse learning and teaching styles of facilitators and pupils and to expose biases, stereotypes, and policies that can restrict achievement. What is more, a multicultural curriculum is also needed to help pupils, faculty, and staff become advocates for multicultural awareness, to ensure that content is fair, accurate, and inclusive, and to prepare pupils for diverse workplaces and multicultural environments. In writing this paper, the author will describe key issues of culturally diverse students, recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected. In addition, she will describe three key issues of male and female students recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected. In closing, she will describe three key issues of students with disabilities, who are mainstreamed, recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected.