Introduction to Early Childhood Education

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Introduction to Early Childhood Education

• CULTURAL DIVERSITY
• https//www.youtube.com/watch?vt-qnuqCZ7hg

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GPS Focus Standards

• IECE-6
• Students will respond appropriately to cultural
  diversity in the
• learning environment.
• a. Recognize and accept cultural differences.
• b. Incorporate multicultural, non-sexist
  experiences in all aspects of early childhood
  care and education.
• c. Interpret individual differences and
  cultural and environmental influences when
  assessing childrens development.
• IECE 9.h
• Create developmentally appropriate materials,
  lessons, and activities that promote childrens
  respect for diversity.
• GPS Academic Standards
• SSCG6 The student will demonstrate knowledge of
  civil liberties and civil rights.
• SSSocC1 The student will explain the development
  and importance of culture.
• SSSocC2 Students will evaluate how cultures
  develop and evolve analyze impact of
  globalization on US and other world cultures.
•  
• ELA 9-12 RL5, ELA 9-12 LSV1, ELA 9-12 LSV2, ELA
  9-12 W1, ELA 9-12 W2

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UNDERSTANDINGS GOALS IECE-6

• Enduring Understandings
• Children develop an awareness of racial
  differences at an early age.
• Children tend to choose playmates of the same
  sex, a tendency that increases with age.
• When children come to the early childhood program
  they already have a lifetime of socializing
  experiences.
• The early childhood teacher facilitates
  development of positive peer relationships from
  infancy on by means of guidance and by setting an
  appropriate environment.
• The early childhood curriculum should provide
  many opportunities for children to learn about
  themselves and others, to value their own and
  others races and cultures, and to develop
  appreciation and acceptance of diversity.
•  
• Essential Questions
•  What do all children have in common?
• How can you help to encourage childrens
  relationship with peers?
• How can you help children develop sensitivity and
  understanding toward those who are of a different
  culture, ethnicity, linguistic background,
  gender, and ability?
• How can you support the social development in
  children of different ages and abilities?
• How do childrens moral senses develop, and how
  can you help them develop pro-social skills?

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Cultural Diversity- VocabularyIECE-6 Students
will respond appropriately to cultural diversity
in the learning environment.

• Bias
• Race
• Culture
• Diversity
• Pro-social
• Sexist

• Racist
• Gender
• Homophobia
• Poverty
• ESOL
• Native

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Cultural Diversity- Vocabulary

• Bias-to give a settled and often prejudiced
  outlook to
• Race- family, tribe, people, or nation belonging
  to the same class
• Culture-A groups ideas and ways of doing things
  that become a learned pattern of social behavior.
• Diversity- the condition of being different
• Pro-social-in favor of interaction with an
  individual or group
• Sexist-a person who is prejudiced or
  discriminates based on sex
• Racist-a person who is racially prejudiced or
  discriminates
• Gender-sex
• Homophobia-irrational fear of homosexuality or
  homosexuals
• Poverty-the state of one who lacks a usual or
  socially acceptable amount of money or material
  possessions
• ESOL-English for Speakers of Other Languages
• Native-belonging to a particular place by birth

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Diversity and Differentiationin the Classroom

• Multicultural Education

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HIDDEN RULES OF ECONOMIC GROUPS
POVERTY MIDDLE CLASS WEALTH
MONEY To be used /spent. To be managed To be conserved, invested
TIME Present most important. Decisions made for moment based on feelings or survival. Future most important. Decisions made against future ramifications. Traditions and history most important. Decisions made partially on basis of tradition and decorum.
EDUCATION Valued and revered as abstract but not as reality. Crucial for climbing success ladder and making money. Necessary tradition for making and maintaining connections.
LANGUAGE Casual register. Language is about survival. Formal register. Language is about negotiation. Formal register. Language is about networking.
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Group Treasure Hunt Activity

• Diversity
• Each person is unique. This uniqueness is what
  makes our society work. If we were all the same,
  our society would be missing much of its
  creativity. This diversity allows for multiple
  points of view, with the end result being various
  perspectives to solve problems or situations.
• Group of 4-5
• Total points for each question and keep a
  combined (for all members of the team) running
  total after each question is answered. To keep
  all teams on the same question, you will read the
  questions one at a time, and go on when you feel
  all groups have finished. Allowing discussion
  time after each question permits the team to
  discover the uniqueness of the various team
  members.
•  
• Questions
• One point for each person living in your home
• One point for each button on your clothes
• One point for each team member born outside of
  Georgia
• One point for each pet in your family (fish only
  count as one pet)
• One point for each member with brown hair
• Two points for each member with blonde hair
• Three point for each member with black hair
• Four points for each member with red hair
• Five points for each member with hair color not
  mentioned
• One point for each shoelace hole or hook
• One point for every state that any member has
  been in other than this one
• One point for each team member who has flown in
  an airplane
• One point for each musical instrument team
  members know how to play

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Culturally responsive teachers develop effective
strategies to use with widely diverse groups of
students---

• Exceptional students
• Children with disabilities
• Gifted children
• Culturally and ethnically diverse students
• Gender
• Social class
• Language diversity

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Recognize and accept cultural differences.
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All of us belong to many different
microcultural groups
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Values Cultural Group Norms A Simple Comparison Values Cultural Group Norms A Simple Comparison Values Cultural Group Norms A Simple Comparison Values Cultural Group Norms A Simple Comparison Values Cultural Group Norms A Simple Comparison Values Cultural Group Norms A Simple Comparison
American Indian European American African American Asian/Pacific American Hispanic America
Relations with People Group Interdependence Sharing Giving Individual Independence Competitive Group Interdependence Group Effort Leads to Progress Some Individual Orientation Reserved Formal Group Interdependence Group Effort Progress Group Interdependence Group Cooperation
Time Orientation Present-oriented Here Now Rational Order v. Deadlines Future Time is Precise Measured in Units Past Present In Time v. On Time Past, Present Future Time is not Always Specific Past Present Flexible, Vague Relative
Communication Style Silent Contemplation Affection Not Displayed Publicly Soft-spoken Written Texts are Most Important Oral Participatory High-keyed, Animated Confrontational Designed to Generate Effect Emotions Controlled Not Displayed Publicly Formal Oral Quiet Low-Keyed Introspective Reserved
Relation to Authority Seldom Challenged Acceptance of Things as They Are Deference Silence Respect Can be Challenged, Worked Around, Avoided Beginning to Challenge Never to be Challenged To be Obeyed Respected Seldom, if ever, Challenged Deference Silence as Signs of Respect
Activity Relationship oriented Doing through Sharing Cooperation Task-oriented for Personal, Emotional Material Rewards Competition Task People-oriented Doing Through Cooperation Task-oriented for Honor of the Group Doing through Cooperation Relationship-oriented rather than Task-oriented Cooperative
Perception of Self-Worth Acknowledged Through One Existence Behavior Based on Visible Material Possessions Acknowledged through Ones Existence Behavior Acknowledged through Hard Work Following Rules Regulations Ones Value is Based On What One Does
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Incorporate multicultural, non-sexist experiences
in all aspects of early childhood care and
education.
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Why is Multicultural Awareness Important?

• By the year 2020 about half of the United States
  population will come from groups traditionally
  labeled minority
• African American
• Asian American
• Native American
• Latino or Hispanic
• While the proportion of diverse students is
  increasing, the teaching force is becoming more
  homogeneous. (Harper, et al.)
• By 2010, an estimated 95 of K-12 teachers will
  be white middle class females.(Haberman)
• Most teachers have limited experiences working
  with cultures unlike their own. (Haberman.)

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Enter Net Generation X

• Noted Areas of Expertise
• Pac Man
• Sega Game Boy
• Play Station I II
• X-Box 360
• Cell phone Text-messaging
• Web Surfacing
• MySpace.com
• MyFaceBook.com
• Hip Hop/Rap
• Hard Rock
• Acid Jazz
• BET
• VH I

• Noted Personal Traits
• Matured with digital entertainment age
• Access to digital resources outside of schools
• Accepts diversity
• Assertive and self-reliant
• Strongly independent
• Emotionally/intellectually open
• Inclusive
• Freely expressive
• Tendency toward innovation
• Investigative

Can teachers compete for students attention with
the mass media world?
CULTURAL DIVERSITY PEDAGOGY IN THE 21ST CENTURY
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Cultural and Ethnic Diversity

• Culturally responsive teaching
• Acknowledges the legitimacy of the cultural
  heritages of different ethnic groups
• Builds bridges of meaningfulness between home and
  school experiences
• Uses a wide variety of instructional strategies
  connected to different learning styles
• Teaches students to know and praise their own and
  each others cultural heritages
• Incorporates multicultural information,
  resources, materials into all subjects

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Cultural and Ethnic diversity

• Teaching in culturally diverse settings
• Cultural connectiveness method (infusing
  multicultural education into daily learning
  experiences)suggested steps
• Know your community
• Seek family support
• Give equal attention to all groups
• Fill your room with curriculum materials
  from many cultures
• Invite visitors to speak
• Draw from the arts

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Language Diversity

• Over 200 languages now in US
• Ongoing controversy between English only and
  bilingualism
• Three main terms
• ELL (English Language Learners) students who
  come to school speaking a main language other
  than English
• LEP (Limited English Proficient) students who are
  not yet fluent enough in English to perform
  school tasks successfully
• Bilingual students who speak fluently in
  English at school and a native language at home

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Language Diversity

• Guidelines for bilingual instruction
• Environmental print
• Culturally conscious literature
• Literacy instruction through natural use of
  reading and writing throughout the curriculum
• Language buddies
• Work with the ESL teacher

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Pen PalsMake a new friend-write a letter.

• World Pen Pals (small fee, but very reliable)
• 1694 Como Avenue, St. Paul, MN 55108
• http//www.world-pen-pals.com/request.htm
•  
• International Friendship League
• 55 Mount Vernon Street, Boston, MA 02108
• http//www.iflworld.org/

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Interpret individual differences and cultural and
environmental influences when assessing
childrens development.
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Observation TopicCultural Diversity

• Tally gender differences based on Who gets
  called on more by the teacher? Who volunteers
  to answer more questions in class? Who asks for
  help from the teacher more often? Who gets
  reprimanded or asked to be quiet more often?
  Who get more praise? What happens to girls that
  break rules? What happens to boys that break
  rules?

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Cultural Diversity Assignment

• Observation Journal
• Heading- Observation Journal, Early Childhood
  Education, Name, Date, ClassWoodson/Anderson
• What did you do?
• What are you thoughts about what you did?
• Cultural Diversity in Poetry
• Your Poem English/Spanish
• 2 Edgar Allen Poe Poems
• 2 Poems from other authors
• Analysis of the Poems (one per poem)

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Cultural Diversity Assignment

• You are part of a team of 4 journalists (partners
  from ECE Field Experience) working for CBC
  NewsWorld. You have just received a call from
  your producer who is putting together a
  documentary on cultural diversity. The program
  will focus on selected cultural groups while
  exporing  the value of and the threats to
  cultural diversity in the 21st century. 
• Your team is responsible for preparing a
  PowerPoint presentation on one of the cultures
  being highlighted in the documentary. To meet
  your producer's deadline each member of your team
  will be responsible for preparing one segment of
  the presentation. 
• Each journalist in the team will be responsible
  to 
• Research one segment of the presentation. See
  below  the chart which outlines the
  responsibility of each team member.
• Collaboratively create a 5-10 minute documentary
  using Microsoft PowerPoint ( including images,
  web links and audio files)
• Preview the assembled documentary.
• Share the results with the class.
• Responsibility of each journalist 
• A Overview of country
• B Daily Life - Language Music
• C Daily Life - Other Aspects (Education
  Young Adults)
• D Value of and the threats to cultural
  diversity
• http//ssrsbstaff.ednet.ns.ca/mpierce/cultural_div
  ersity.htm
• http//www.coleharbourhigh.ednet.ns.ca/library20w
  eb/WebQuestCultures.htm

Philippines India China Trinidad Italy Cuba
Nigeria Hungary Iran
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Cultural Diversity in the 21st Century
http//www.coleharbourhigh.ednet.ns.ca/library20w
eb/WebQuestCultures.htm

• Overview of the Country
• Note information in point form.
• Record web sites used.
• Remember to provide captions for all images.
• world map
• geographic co-ordinates
• map of country
• flag
• capital city
• distance from metro to country's capital city
• cultural representation in the United States
• 4  images representative of country people
• size of country
• population
• Gross Domestic Product

• Language Music
• Note information in point form.
• Record web sites used.
• Remember to provide captions for all images.
•  
• Language   
• language or languages spoken
• features and examples of written text
• translation of short phrase or sentence
• include 1-2 images
• Music 
• identify artist (biography / background)
• audio sample with introduction
• include 1-2 images

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Cultural Diversity in the 21st Century
Cultural Diversity in the 21st Century
http//www.coleharbourhigh.ednet.ns.ca/library20w
eb/WebQuestCultures.htm

• Daily Life
• Note information in point form.
• Record web sites used.
• Remember to provide captions for all images.
•  
• Sports
• Clothing ( if different from ours)
• Food Dining Customs
• Holidays Festivals
• Art
• Car License Plate Design
• Education
• Young Adults
• 4  images

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Cultural Diversity in the 21st Century
http//www.coleharbourhigh.ednet.ns.ca/library20w
eb/WebQuestCultures.htm

• Value of and threats to cultural diversity
• A list of print resources -
• Journalist 4 will be assigned 3 items on which
  to report.
•  
• Crystal, David. "Death Sentence". The Guardian 25
  Oct. 1999 2 ProQuest Direct. CHDHS Library, 28
  Feb., 2000     
•   Davis, Wade. "Vanishing Cultures". National
  Geographic August, 199963-89.
• Lohr, Steven. "Welcome to the Internet" New York
  Times 9 Jan. 20004.1, ProQuest Direct.CHDHS
  Library, 14 Mar., 2000
• Pinker, Steven. "There will always be an
  English". New York Times 24 Dec., 1999late
  ed.19 ProQuest Direct. CHDHS Library, 9 Mar.,
  2000
• Suzuki, David. "Saving the Earth". MacLean's 14
  June, 199942-45.
•     The Times of London.
• "English on Net Reviled in France". The Mail Star
  6 Mar., 2000A9
•     Van Slambrouck, Paul.
• "There's More Diversity but Less Diversity..".
  Christian Science     Monitor 8 Feb., 20001
  ProQuest Direct. CHDHS Library, 14 Mar., 2000
      

• Cultural Diversity
• Read articles in the folder (See Print
  Resources).
• Note author title of piece.
• Record information in point form.
• Remember to provide captions for all images.  
• Value of diversity (List main ideas)
• Threats to diversity   (List main ideas)
• Image representative of globalization of culture
   
•  What is globalization of culture?
• Gather images that illustrate globalization of
  culture.
• See resource list to the right
• Complete a search for at least three articles and
  use them to determine the value of and threat to
  diversity.

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Resources

• http//ssrsbstaff.ednet.ns.ca/mpierce/cultural_div
  ersity.htm
• http//www.coleharbourhigh.ednet.ns.ca/library20w
  eb/WebQuestCultures.htm

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CULTURAL DIVERSITY QUESTIONS

• What have you discovered about other cultures?
• Is there a value to cultural diversity? What is
  it?
• Are there threats to cultural diversity? What are
  they?
• How  can we protect cultural diversity?
• What is the future of cultural diversity?

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Sourcebook Guided Notes

• -Identify the standard and essential questions
• -Define terms
• -Answer the following questions. Write questions
  and answers.
• In what ways do children differ?
• To which groups do we all belong?
• In what ways do the following ethnic groups
  differ? How are they alike?
• -African Americans Hispanic Americans-
• -European American American Indian-
• -Asian/Pacific Americans African Americans-
• Why is multicultural awareness important?
• What are some suggestions for teaching in
  culturally diverse settings?