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Case studies in multicultural education
Case studies in multicultural education
Case studies in multicultural education
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New Zealand early childhood centres are increasingly multicultural. Early childhood educators work with children, and adults from different cultures and beliefs. Te Whaariki (Ministry of Education [MoE], 1996) directs educators to embrace different cultural perspectives and gives importance to child’s family and culture. This essay will discuss various strategies which educators incorporate in their practice to support children and families from diverse cultures.
Culture is the way of life. It includes traditions, protocols, values and beliefs. Culture is the essence of life, which has some explicit and some implicit aspects. The explicit aspects of culture include things which are visible, like food, dress, cuisine, and much more ; whereas, the implicit aspects of culture includes values and beliefs, protocols, and much more. Culture evolves with time but remains as an inseparable part of our identity. It is important for early childhood educators to be aware of the implicit aspects of culture which helps in providing better support and guidance to children and families (Ramsey, 2004; Ritchie, 1960; Terreni & McCallum,2003).
Cultures can be different in regards to their beliefs and values. In low- context cultures individualism and independence are promoted. Children are encouraged to make their own decisions and communicate their thoughts effectively. Whereas, in a high context culture inter-dependence is valued, family comes first, and there is very less communication (Kaiser & Raminsky, 2003; Chan, 2006).
Educators often observe some difference in the behaviour of some children. It is vital to know about the cultural background of those children for a better understanding of their behaviour (Kaiser & Raminsky, 2003). For in...
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...roungs. Young Children, 67(4), 49-57.
Poncianao, L., & Shabazian, A. (2012). Interculturalism: Addressing diversity in early childhood.Dimensions of Early Childhood, 40(1), 23-29.
Ramsey, P. G. (2004). Teaching and learning in a diverse world: Multicultural education for young children (3rd ed., pp. 104-106). New York, NY: Teacher’s College Press.
Ritchie, J. (1960). The future place of Māori culture in New Zealand society. Retrieved from http://teaohou.natlib.govt.nz/teaohou/issue/Mao32TeA/c8.html
Terreni, L., & McCallum, J. (2003). Providing culturally competent care in early childhood services in New Zealand. Retrieved from http://files.eric.ed.gov/fulltext/ED475306.pdf
Vajda, M. (2001). Cultural diversity. In E. Dau (Ed.). The anti-bias approach in early childhood (2nd ed., pp. 29-44). Frenchs Forest, New South Wales, Australia: Pearson Education.
Robles de Melendez, W. (2010). Teaching Young Children in Multicultural Classrooms: Issues, Concepts, and Strategies (3rd ed.). Belmont, CA: Wadsworth, Cengage Learning.
(Australian Institute of Family Studies, 2016). As a Pre-Service Teacher specialising in Early Childhood Education, it is imperative to understand how Aboriginal and Torres Strait Islander communities were treated in the past and the impact that this may have on Indigenous families in the
Ugbu, J., U. (1992). Understanding cultural diversity and learning. EDUC 160 Urban Education (Spring 2014, pp. 213-228)
The Early Years Foundation Stage (EYFS) curriculum in England differs greatly in structure and content to the Te Whariki curriculum in New Zealand; this therefore makes for an interesting comparison. The EYFS was introduced in England, in 2008, by the DfE as a framework that ‘sets the standards for learning, development and care of children from birth to five’ (DfE, 2012). Alternatively, Te Whariki was founded in New Zealand, in 1996, based on the aspirations for children ‘to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society’ (Ministry of Education, 1996). Throughout this essay, the EYFS and Te Whariki curriculums will be compared and contrasted to give a greater understanding of the similarities and differences between England and New Zealand regarding their beliefs about young children’s needs.
Family’s beliefs and values may be different for some and in other cultures they may not be accepted. As teachers, we have to learn about different cultures and expand our knowledge so families could feel more accepted. In the book, Anti- Bias Education for young children and ourselves by Louise Derman-Sparks & Julie Olsen Edwards, talks about how culture and fairness involves two dimensions, children’s development of a positive culture, identity, and their respectful interactions with other cultures. With these two dimensions, it will help the child to continue to express their home culture at school while learning the different cultures at school with their classmates. They learn about what’s right from wrong, how to dress, and talk
Baruth, Leroy G., and M. Lee Manning, eds. Multicultural Education of Children and Adolescents. Needham Heights: Allyn and Bacon, 1992.
According to Montgomery (2014) ‘Children in different parts of the world lead very different lives, partly because of the variations of cultural beliefs about childhood’. These variations are brought about by the fact that each child is different, with different beliefs, raised with different parenting methods in different countries with different cultural influences. All of which have individual definitions of what it is to be a child, and a child’s capabilities. These cultural and social differences all vary on their emphasis of traits that are important, such as individuality, independence, inter-dependancy and expectations of behaviour. Each child is constructed in a unique way according to these differences, and each difference impacts
chapters focus on one principle of multi-culturalism. After the principles are discussed there are questions to answer regarding the principles and the research behind them. “Head Start programs are effective when their systems and services support the cultural diversity of enrolled families. Furthermore, individual staff members must be able to demonstrate their respect for and respond to the different cultures in their community and among their co-workers.” (Office of Head Start). Maloney of Shirley Mays Head Start stated that all the staff members are required to take the Multicultural Principles for Head Start Programs Serving Children Ages Birth to Five. When asked if there were ever issues from staff regarding the diverse groups they
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.
For example, this theory relies heavily on Piaget’s stages of cognitive development, which does not consider cultural differences. According to the contextual approach, when studying children across cultures it must be done in the context of their “family history, economic circumstances, and degree of comfort in the current social setting” (Hughes, 2006, p.23). The cultural influence on children must be accounted for when interpreting their play behavior. For example, cultures differ on the importance of independence and interdependence on the group. In Euro-American society children are encouraged to be unique individuals and to think for themselves. When children demonstrate this behavior during play they are reinforced. In contrast, Eastern societies encourage a collectivist mentality that stresses group cohesion and interdependence. These cultural differences greatly impact the development of children as well as their play behavior (Hyun, 1998). The cognitive development theory does not account for these differences and suggests that children develop in the same way across cultures, which is not necessarily
Manning, L.M. & Barruth, L.G. (2009). Multicultural education of children and adolescents (5th edition). Boston: Allyn & Bacon.
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 to gain a high level of respect for those unlike them, preferably from a judgmental and prejudiced view. Diversity has a broad range of spectrums. Students from all across the continent; students from political refugees, indigenous Americans, and immigrants bring their cultural and linguistic skills to American classrooms. Students not only bring their cultural and linguistic skills, but they bring their ethnicity, talents, and skills.
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.
Manning, L. & Baruth. L. (2009). Multicultural education of children and adolescents (5th Ed.). Needham Heights, MA: Allyn and Bacon.
The Te Tiriti o Waitangi was a contract that Maori people believe to be an acknowledgement of their existence and their prior occupation to the land, give respect to their language, culture and belief and “it established the regime not for uni-culturalism, but for bi-culturalism” (Sorrenson, 2004 p. 162). This essay discusses the historical events, attitudes and beliefs regarding Te reo Maori, its relationship to the Te Tiriti o Waitangi and the significance of bicultural practice in early childhood education.