As states have expanded access to preschool programs, preschool classrooms around the country have become remarkably diverse. Having a diverse classroom or educational program is beneficial to both students and staff and brings many challenges as well. Some of the dimensions of diversity include race, ethnicity, gender, sexual orientation, language, and culture (NEA, n.d.) Diversity, the differences between ourselves and others, offers both benefits and challenges for educators (Berger & Riojas-Cortez, 2016). Since children begin forming their earliest prejudices when they are just toddlers, early childhood educators need ongoing professional development, so they can help children learn about the diversity of the classroom and their community, …show more content…
It can also help teachers find effective ways to overcome challenges that culturally diverse families bring to school regarding their views about child rearing. Professional development can be presented in several ways such as through attending conferences, presented by a trainer or administrator in the facility, through collaboration with colleagues, etc. Studies have shown that exposing children to an anti-bias curriculum often results in better academic achievement and a reduction in prejudices and social isolation of children by race and class (Reid & Kagan, 2015). “In order truly embrace diversity and prevent challenges, teachers must examine their own biases and cultures, develop tools that promote diversity and inclusion, and create a classroom setting and anti-bias curriculum to ensure that children in their care are able to discern and embrace their differences” (CDA Council, 2014, p. …show more content…
A child’s culture influences how children make sense of the world. That is why a teacher must recognize and incorporate a child’s culture into the learning environment and lesson plans as it plays a key role in how a child learns. A study conducted by Calarco (2014) looked at how parents convey culture to children, how children respond, and how those responses affect their ability to problem solve in school. Through interviews and observations, the researcher found that the children’s parents’ beliefs about teachers’ behavioral expectations varied depending on their social class (Calarco, 2011). This led parents to adopt contrasting strategies for problem solving at school and teach their children to do the same. Middle-class children more often let teachers know their needs which resulted in greater attention and support in the classroom where as working-class children, whose parents tend to stress obedience and deference to authority, demonstrated more constraint (Calarco, 2011). Teachers need to look beyond a child’s actions and words to discover his motivations. By getting to know a student and his family, educators will gain a better understanding of factors that can impact their
Enthusiasm is evident in all children; children in every culture can be interested, joyful, and motivated to learn. Engagement is also part of all children’s behavioral repertoire; children in every culture can be attentive, persistent, flexible, and self-regulated. But within these essentials, culture still remains a powerful influence on how children’s approaches to learning develop and are expressed in their behavior. Children who grow up in different cultures may vary in how persistent, attentive, or self-regulated they are. Culture influences children’s response to various kinds of learning tasks and experiences, they tend to be more motivated to engage in tasks that are optimally challenging-neither too far above nor too far below their capacities, but this match depends on what is the cultural environment because some that are challenging for others are maybe already routine for others. Culture also influences how children display their approaches to learning. Some cultures value and encourage vivid expressions of emotion; in other cultures, children may be less expressive. When children focus their attention on a learning tasks, culture may influence whether they show this attention in intense gazes or in sidelong glances, and whether children explore the learning material physically or simply watch others demonstrate the activity. Culture influences how they respond to the other circle of influence as they develop positive approaches to learning. Other ethnic minority students, who tend to flourish when teachers combine warm, personal relationships with high expectation. Whatever the culture, language and ethnicity, children will always develop enthusiasm and engagement-perhaps stimulated by the different things and expressed in different ways, but always benefiting
The article, “Diversity in Early Childhood Education,” by Francis Wardle, was enlightening on how early childhood educators need to build a homogenous classroom environment that resembles the family and the community that children reside in. Educators and administrators need to evaluate the classroom environment to incorporate diversity in the classroom so, that young children can feel socially competent about their culture. It is essential for educators to assist young children to gain knowledge through classroom experiences an additionally by exploring their community to build tolerance of individual differences nonetheless we can all be friends. Early childhood development centers as well need to incorporate family involvement that will
Morgan, P. L., Farkas, G., Hillemeier, M., & Maczuga, S. (2012, December). Are minority children disproportionately represented in early intervention and early childhood special education? Educational Researcher, 41(9), 339-351.
In the end, as early childhood educators we want to fight the constant layers of oppression our generation currently encourages and condones into what America is made up to be. By identifying our personal biases, understanding our many social identities, examining institutional advantages and disadvantages, understanding internalized privilege and oppression, and finally learning how to take action we can change the way kids socially identify themselves and create a wholesome environment where we are all equal. By respecting and coaching healthy ways of life, our children can only grow to help future generations and facilitate a growing America with positive results.
Unaccompanied children are migrating from Central America to the United States due to a variety of regional push and national pull factors, such as poverty, criminal violence, economic opportunity, and family reunification. These and other factors may have a large effect on a migrant, being a key determining factor on whether they will make the arduous journey to the United States or not. One of the major push factors at play is the high amount of local scale gang violence that occurs in Central American cities. For instance, San Pedro Sula, Honduras has the world’s highest homicide rate, and sent more than 2,000 children between 1/1/14 and 5/14/14.
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.
Incorporating diversity in child development is the focus of this essay. This essay explores three articles that discuss the effects of diversity assimilation in child development. Those who are teaching diversity needs to fully understand it to aid in children's development of diversity cognition from preschool through adolescence. Reading the sources, it is evident that every child needs to learn diversity in their early year. As this greatly contributes to the physical, social, and emotional well-being of themselves and others. This paper looks at the researches of Gonzalez-Mena and Pulido-Tobiassen, Shahaeian, and the Anti-Defamation League in diversity the classroom in relation to the teacher and the children present. These articles to suggest that all diversity should
Curriculum is the organized framework that explains the content that children are to learn, the processes through which children achieve the identified curricular goals, what teachers do to help children achieve these goals and the context in which teaching and learning occur. The best curriculum for early childhood teacher is developmentally appropriate curriculum that allows teachers to set-up an effective learning environment for children.
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.
As early childhood educators, we have many responsibilities to countless people and institutions. The most important responsibility that has been reinforced to me over the years is the responsibility for the well-being of children. Not simply the ones in my care, but all children everywhere. This can be accomplished in many ways such as advocacy. Organizations such as NAEYC, of which I am a member, engage in collective public policy advocacy which involves speaking out for and participating in activities that support and protect vulnerable populations such as children (Freeman, Decker & Decker, 2013). By volunteering at the Judy Center and after-school enrichment programs such as Bridges, I have had to opportunity and privilege to meet and collaborate with many wonderful social workers, advocates, and others who toil so diligently to improve the lives of children. “Helping young children become what they are capable of becoming is what the field of early childhood is all about,” (Colmer, Waniganayake, & Field, 2014, 103). In order to accomplish this, early childhood professionals need to continue to grow and develop as professionals. And so, the professional development of every early childhood professional needs to be seen as a lifelong task (Livingston, 2014). Research shows that teachers with more preparation for teaching are more confident and successful with students than
In this assessment I will be talking about the principles and philosophy of Frobel and Montessori, what they have in common and differences, there contributions to Siolta and my own thoughts in relation to early childhood education and their impact on the learning environment
Many times, teachers will make the mistake of pre-judging families from different cultures and misunderstand their communication styles and value systems. In order to prevent such misunderstandings, teachers should not be afraid to step outside of their own culture bubble in an effort to comprehend differences between their own culture and these parents. When interacting with parents, teachers should also embrace the commonalities between the cultures. Everyone deals with work, school, relationships, communication, and life in general. I am a Black man, going to school, raising a family and working, just like one of my friends, who is a Native-American. Often times, the things we see as divisions can actually bring us
The world is currently undergoing a cultural change, and we live in an increasingly diverse society. This change is not only affect the people in the community but also affect the way education is viewed. Teaching diversity in the classroom and focusing multicultural activities in the programs can help improve positive social behavior in children. There is no question that the education must be prepared to embrace the diversity and to teach an increasingly diverse population of young children.
Culture is a powerful influence plays a big role in our interactions. Culture may also impact parenting style and a developing child. Having a strong sense of their own cultural history and the traditions associated with it helps children build a positive cultural identity for themselves. This also supports children’s sense of belonging and, by extension, their mental health and wellbeing. This class is crucial in understanding and working well parents, staff, and children. An effective educator understands how students’ cultures affect their perceptions, self-esteem, values, classroom behavior, and learning. As director, I need to use that understanding to help my students and staff feel welcomed, affirmed, respected, and valued. One way that I can do this is by using multicultural literature, especially children’s literature, to honor students’ culture and foster cross-cultural understanding. If cultural differences are not understood by teachers and management, it can lead to miscommunication and misunderstandings on both sides. It will be my job to do all I can to overcome both language and cultural differences to ensure a positive learning environment for
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.