Introduction 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. Literature Review There is a significant body of literature in this area - reflecting families, diversity, difference, culture and values in today’s society and the role to be played by early childhood educators in today’s society. It is apparent that these areas are must be understood to be able to process the data within this research report. The first key element is families, families are considered far more complex than most would first think and in today’s society there is no one universal way of doing family (Robinson & Diaz, 2006) . Educators recognise that families are a child’s first and most significant link to the world around them. Respect of the family and their ways are essentially the fundamental ... ... middle of paper ... ...choolFrom Parents to Partners, Building a family-centered Early Childhood Program: Redleaf Press. Richardson, C. (2014). Respecting diversity- Articulating early childhood practice Retrieved from http://www.earlychildhoodaustralia.org.au/pdf/rips/RIP1101_sample.pdf Robinson, K., & Diaz, C. J. (2006). Diversity and Difference in Early Childhood Education: McGraw-Hill Companies,Incorporated. Schools World TV (Producer). (nd). Howard Gardner - Future Minds. Retrieved from http://www.schoolsworld.tv/node/1254 Southern Early Childhood Association. (2014). Valuing Diversity for Young Children. http://www.southernearlychildhood.org/upload/pdf/Valuing_Diversity_for_Young_Children.pdf Wardle, F. (2006). Diversity in Early Childhood Programs. Earlychildhood NEWS - Article Reading Center. http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=548
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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
Decades of research proves partnerships between schools and families not only enhance children’s learning and achievement, it is also mutually beneficial to the families and educators. As an early childhood educator, my philosophy is rooted in establishing and maintaining a strong and effective partnership with families and communities that can help children and their families thrive. My approach focuses on effective communication between family and school, respect for diversity, and promoting learning at home.
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
It is an educator’s job to embrace and acknowledge the rich diversity all the children collectively bring to the classroom, while understanding that the children do not need to be treated the same because they are not the same as each other, but be respected and accepted for their differences. Inclusion is an essential; plank in the broad platform of social justice and raising achievement is a goal which all educators much hold for their pupils, It is important that early year professionals are aware of all different ways in which society constructs (Neaum 2010) this involves taking account children’s social cultural and linguistic diversity and including learning style, family circumstances, location in curriculum decision making process so all children are recognised and valued (Nutbrown and Clough 2006)
Morrison, G. S. (1976). Chapter 6: Early Childhood Programs APPLYING THEORIES TO PRACTICE. In Early childhood education today (10th ed., pp. 5-31). Columbus, Ohio: Merrill.
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.
You have to have the education or the experience with cultural, race, ethnic groups, socio-economic and language in the children who are diverse. The workforce needs to have a diverse in their roles as a teacher. The families need to be involved in the development of their child. The should take part in the child’s professional development. The professional development of children should prove their knowledge and the skills in their learning development. Providers are to organize their place for the child’s learning experience and that focuses on any problems in the place. The questions who, what, and how organizes the framework in the plan and the evaluating of the professional development. The focus of the who, what, and how is the framework of professionalism (Inclusion., 2008). This is to make Early Childhood Education and this is to help educators to have the skills, knowledge, and dispositions to work closely to the practitioners to help with improvements in classrooms and to make it more better with the children with disabilities and the families (Inclusion., 2008). The point that I had new insight from is the who because it states that most of the consultants, and the technical providers had a bachelor’s or a Master’s and the experience in teaching children in ECE and that was in a state wide survey. This goes to show us that you need a degree of some kind to work with children, and to be in a teaching position. I see that is why I cannot be in the position as a teacher till I get a
Equity in early childhood education is a key as it is interconnected with diversity, inclusion, and social justice. People come from all sorts of different backgrounds. Some are more privileged than others and are able to receive more attention and care when it comes to education. Although there should be fairness throughout all stages of education, I think it is crucial to have anti-bias equity implemented in education since kindergarten. Furthermore, ensuring equity in learning along with achieving excellence, promoting well-bing, and enhancing public confidence are the goals for education in Ontario. As educators, we should work to identify and address the barriers and also work towards inclusive education to scaffold their learning.
Shore, Marietta Saravia. (2011). “Diverse Teaching Strategies for Diverse Learners” Chapter 2. Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners. http://www.ascd.org/publications/books/107003/chapters/Diverse-Teaching-Strategies-for-Diverse-Learners.aspx
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
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.
There are many documented theories about early childhood development, contemporary research still concurs with some of these theories. It suggests, however, that we should be thinking more holistically, taking into consideration; respect for diversity, the wider community and equity, play based curriculums, intentional teaching and ongoing reflective practices when planning for optimal educational experiences for children (Department of Education, Employment and Workplace Relations, 2009). I acknowledge that ongoing professional learning and reflective practices are a key element of the Early Years Learning Framework (DEEWR, 2009). I accredit working and collaborating with other teachers, families and local communities collectively contribute
Early childhood education plays a key role in a child’s academic development because he or she learns soft skills, job skills, and develop positive traits. Preschool is not like kindergarten, but instead a stepping-stone that prepares young students for the years of schooling they will have later in life. As more schools began to open families wanted to be able to verify that programs would benefit and protect their children. In response, the National Association for the Education of Young Children was made to help families find the best care for their children, by providing the early childhood educators with training and ensuring the quality of children’s daily experiences. (“NAEYC”5).