Transcript “Culturally and Linguistic Diversity in Early Childhood Education: A

New Voices/Nuevas Voces Program:
Addressing Cultural and Linguistic
Diversity in Early Childhood
Education and Intervention
Betsy Ayankoya
Dina Castro
Christina Kasprzak
May 2010
A
Mexican Mother’s
Story
Diversity and Developmentally
Appropriate Practices
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a historical perspective on DAP
responding to linguistic and cultural diversity
integrating socio-cultural knowledge into DAP
NAEYC’S POSITION
“For the optimal development and learning in all
children, educators (or providers) must accept the
legitimacy of the children’s home language, respect
(hold in high regard) and value (esteem, appreciate)
the home culture, and promote and encourage the
active involvement and support of all families, including
extended and nontraditional family units”
Diversity and DAP
Age Appropriate
Individually Appropriate
Based on the knowledge
of typical development of
children
Based on an
understanding of
individual’s children’s
growth patterns,
strengths, interests, and
experiences
Based on knowledge of
the cultural and societal
environment in which the
children and their parents
live.
Socio-Cultural Appropriateness
Multicultural Education
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defining multicultural education
principles and values
compatibility with other programs’ values
application for very young children
Multicultural Education
Multicultural education is an idea, an
educational reform movement, and a
process whose major goal is to change
the structure of educational institutions
so that male and female students,
exceptional students, and students who
are members of diverse racial, ethnic,
language, and cultural groups will have
an equal chance to achieve
academically in school. (Banks &
Banks, 2001, p. 1)
5 Primary Goals of
Multicultural Education
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To teach children to respect others’ cultures and
values as well as their own.
To help all children learn to function successfully
in a multicultural and multiracial society.
To develop a positive self-concept in those
children who are the targets of racism.
To help all children experience in positive ways
both their differences and their similarities.
To allow children to experience people of diverse
cultures working together as unique parts of a
whole community.
Dimensions of
Multicultural Education
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Content integration
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Knowledge construction process
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Prejudice reduction
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Equity pedagogy
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Empowering school culture and social
structure
Myths about Multicultural Practices
MYTH#1= Multicultural practices emphasize how
other cultures are different from the dominant culture.
MYTH#2= Bilingualism is a liability.
MYTH#3= Multicultural practices are only relevant in
environments with children from diverse cultural and
linguistic backgrounds.
MYTH#4= Random and sporadic cultural activities
make good multicultural practices
A Diversity Rich Environment
 helps children develop their ideas
about themselves and others
 creates conditions for the child to
initiate conversations about differences
 provides adults with a setting for
introducing activities about diversity
Activity:
Starting
Small
Implementing Multicultural Education
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interactions with each individual child and
his/her family members
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activities for classroom and home-based
services to engage the children
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physical environment
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program or school culture and structure
Interactions with Child and Family
demonstrate respect and inclusion of all children
and their families
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learn about your own culture and beliefs; learn
about the language, culture and beliefs of the
children and families you serve
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build partnerships with families; involve them in
their child’s learning
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be aware of values that are promoted by
activities; be open to integrating new activities (that
promote multiculturalism) into your services
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Activities to Engage Children
regularly examine the activities you use to see
that they support a multicultural approach
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implement activities that promote racial, cultural
and disability awareness, e.g.
• implement an activity where children explore
skin colors or hair textures
• invite someone with a disabilities to talk about
their disability, their work, talents, and home life
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incorporate diversity into all your activities
Physical Environment
Choose displays and other materials that
represent diversity in race, culture, language,
family styles, abilities, etc.
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Recognize and avoid materials that have bias or
promote stereotypes.
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Make sure that spatial organization, materials,
and activities enable all children to participate
actively
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Bring language diversity into the classroom
through books, labels, music, or other materials.
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School/Program Culture
Identify and promote change of policies and
procedures that create inequalities
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Encourage school/program mission statement
and values that embrace multiculturalism
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Support others in creating an environment that
welcomes all children and families, and gives them
an equal opportunity to succeed
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Make sure all families have a voice in creating
and sustaining a culture of acceptance and
learning
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Reflecting and Getting
Ready for Change
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What strategies have you learned that you can use to bring a
multicultural approach to your services/teaching?
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How might you build ongoing assessment of the physical
environment, activities and interactions with children and
families into your work?
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How will you change your behaviors and what activities will
you incorporate into your practices to ensure that you are
providing culturally and linguistically appropriate services to
children and families?
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How might you take action to assess and then improve the
culture of the school or program that you work in?
New Voices/ Nuevas Voces
Module 1: Foundations of Cultural Diversity
Module 2: Cross-cultural communication
Module 3: Understanding Diverse Families and
their Roles
Module 4: Supporting Language development in
Young English Learners
Module 5: Working with Culturally and
Linguistically Diverse Children