Multicultural Education Getting Rid of the Stereotypes, and Teaching in a Multicultural Perspective Overview: It is rare that any two-classroom teachers will have the same definition for multicultural education. “The basic goal of multicultural education is to help all children understand and appreciate events and people from various points of view” (Welton, 113). Teaching with a multicultural perspective encourages appreciation and understanding of other cultures as well as one’s own. Rey Gomez states that teaching with this perspective promotes the child’s sense of the uniqueness of his own culture as a positive characteristic and enables the child to accept the uniqueness of the cultures of others. Children’s attitudes toward their race and ethnic group and other cultural groups begin to form early in the preschool years.
“Promoting Oral Language Skills in Preschool Children through Sociodramatic Play in the Classroom.” International Journal of Education and Literacy Studies, vol. 4, no. 1, Jan. 2016. CrossRef, doi:10.7575/aiac.ijels.v.4n.1p.15. Roskos, Kathleen A., and James F. Christie.
Salisbury, C. L., Wilson, L. L., Swartz, T. J., Palombaro, M. M., Wassel, J. (1997). Using action research to solve instructional challenges in inclusive elementary school settings. Education and Treatment of Children, 20 (1), 21-39. Scanlon, D., Deshler, D. D., Schumaker, J.
Samuelsson, I.P., Sheridan, S. and Williams, P. (2006). Five preschool curricula —comparative perspective. International Journal of Early Childhood, 38(1), pp.11–30. Soler, J. and Miller, L. (2003). The Struggle for Early Childhood Curricula: A comparison of the English Foundation Stage Curriculum, Te Wha¨riki and Reggio Emilia.
An infant caregiver needs to be sensitive to each infants needs to respond appropriately. As with parents attachment grows out of sensitivity and once again a synchronous relationshi... ... middle of paper ... ...rk together to encourage attachment, self-help skills, empowerment, pro-social, and self-esteem behaviors from pre-school-aged children in both the pre-school and the home setting. Works Cited Bartlett, K. (2010, September 21). Empowering children with choices. Retrieved from http://theattachedfamily.com/membersonly/?p=2600 Gonzalez-Mena, J.
With higher expectations and good instruction children with disabilities learn academic skills. Education can be powerful tool to unify the students with disabilities and those without them (Mowat, 2010). All children learn by being together, because the philosophy of inclusive education is aimed at helping all children learn, everyone in the class benefits. Children learn at their own pace and style within a nurturing and learning environment and also they can interact socially. This factor is very important for those children with disabilities for the reason that this factor could help them rebuild their self-esteem and self-confidence to themselves.
Parents always want the best for their children, and most importantly, they want the best education and the best environment. Deciding which school to place their child to get an education can at times be a hard decision. Education in general is a form of learning where the knowledge, skills, and habits of a group of people are carried from one generation to the next through teaching, training, or even research. There are many types of education that schools offer to use in the classroom and inclusive education is one of them. Inclusive education in the classroom is incorporating students with disabilities in all, or some of the day, in a classroom with students without disabilities.
Guiding our students through educational work is one aspect of being a teacher, however, the other half is helping them to build their character and understand good morals and values. We must cherish our students for each of their own individual abilities and talents, recognizing that everyone has something different to offer. Not only are the teachers able to teach the students, the students can also teach us something new everyday. These young, fragile minds are so ready to learn, so we should take advantage of it while we have the chance. Works Cited Berk, L.E.
In A. Molnar (Ed. ), School reform proposals: The research evidence (pp. 1–26). Greenwich, CT: Information Age Publishing, Inc. Barnett, W. S., & Camilli, G. (2002). Compensatory preschool education, cognitive development, and “race.” In J. M. Fish (Ed.