ECED200_Spr25_Wk9

Week 9

Chapter 6 Embracing a Culturally and Linguistically Diverse World

Esto es un párrafo listo para contener creatividad, experiencias e historias geniales.

ECED200/ Spring, 2025

Day 1

Important Vocabulary

• Biological: genetic attributes, physical appearance, ancestry of an individual
• Should not categorize an individual and will vary greatly

Race

• Learned behavior: values, beliefs, patterns of behavior passed on through generations
• Culture impacts communication, expectations, roles, and relationships

Culture

• Shared characteristics and experiences of a group: nationality, race, religion, language, history
• Impact values and behaviors of the group

Ethnicity

1. Ethnicity
2. Culture
3. Race

• Try to clasify each of the babies in these categories

• Share it in class discussion

• Rewatch the video trailer from the video Babies

• Share what you think with the person sitting next to you

Try it out!

The Role of Culture in Development

• The process of a child learning expected rules and behavior is called acculturation

• The culture of the family will establish these expectations

• If the school does not understand or respect the differences among a child’s family culture to their own culture, a problem will occur for the child, the family, and the teacher

Culture Influences Development

What is culture?

TEACHERS SHOULD CONSIDER THE "WHOLE CHILD" WHEN LOOKING TO UNDERSTAND A CHILD AND FAMILY

• Culture, language, ethnicity, and race influence beliefs and values

TEACHERS SHOULD NOT MAKE ASSUMPTIONS

• Cultures are dynamic

TEACHERS NEED TO RECOGNIZE THEIR CULTURE IS NOT THE "NORMAL" CULTURE

• Everyone has a culture and is the product of one or more cultural groups

Key Principles to Guide Development

TEACHERS MUST UNDERSTAND HOW POWER AND PRIVILEGE AFFECT RELATIONSHIPS AND COMMUNICATION

• Culture is complicated by issues of power and status between groups

TEACHERS CANNOT ASSUME THAT ANY CHILD WILL BE LIKE ANY OTHER CHILD, ESPECIALLY BASED ON CULTURE

• Children vary within cultural groups, as much as they vary between cultures

Key Principles to Guide Development

Two Kinds of Thinking: Individual vs. Group

1. People believe that the group is more important than the individual 2.The group shares responsibility and property, and provides assistance to one another 3. Many immigrants to our country share these values

Value the Group

1. People believe in personal freedom and achievement 2. They believe that you make your own decisions, and that you must take care of yourself 3. This is the dominant cultural trait of the United States

Value the Individual

Here is a CULTURAL COMPARISON OF VALUES for some of the dominant cultures in America that looks at several categories that will affect students, families and teachers

Activity Time : 20 minutes

1. Use the pieces to sort the values on the continuum ranging from interdependence to individualistic.2. Check your answers from the next slide. 3. Now, each of you, select one statement that resonates with you. Share with your group how it connects to your personal experiences, thoughts, or learning. 4. Share with the class.

Individualistic

Interdependence

Continuum of Common Cultural Values

From the sorting activity, you should now see the variance in the values of the families of your students and where you fall on the continuum with your own values. Benefits of the Continuum:

• Reduces stereotypes

• Reduces differences categorized as right or wrong

• Increases understanding and communication between teachers and families

The Continuum in Practice

Culture Must Matter to Teachers

Three Big Problems:

• Teachers can misunderstand children

• Teachers can inaccurately assess children

• Teachers can plan incorrectly to meet needs

Without Cultural Understanding...

• Click on each of the three gadgets.

• Browse the multicultural literature resources for young learners

• Choose one book and share on GoogleSlides

1. Book cover
2. Title /Author
3. Short Summary

Multicultural Books for Your Early Childhood Classrooms

Day 2

Linguistically Diverse Students

Based on research, LINGUISTICALLY DIVERSE STUDENTS learn best when instruction is taught in the child’s native language. Teachers should strive to support each child’s development of their home language at home.

Linguistic Diversity: The language in which the student feels most comfortable communicating is not the language of instruction in the school.

These learners are also known as Dual Language Learners

• ELL: English Language Learner
• ESL: English as a Second Language
• CLD: Culturally and Linguistically Diverse
• LEP: Limited English Proficiency

Diverse in Language

Cultural Humility: The understanding that we can never fully be truly culturally competent

Characteristics of Cultural Competence

• Awareness of own cultural perspective
• Appreciation and respect for individuals from other cultures
• A belief that cross-cultural interactions should be viewed as learning opportunities rather than challenges
• An ability to identify and use cultural resources
• Value all cultures
• Willingness to understand the perspective of others
• Flexibility and a sense of humor
• Being comfortable with uncertainty

The ability to work effectively across cultural groups is CULTURAL COMPETENCE

Cultural Competence

Culture with communication FOCUSED ON DIRECT, PRECISE VERBAL COMMUNICATION Groups:

• EUROPEAN AMERICAN
• GERMAN
• SCANDINAVIAN

Low Context Cultural Communication

Culture with communication RELYING LESS ON WORDS and more on contextual cues Groups:

• ASIAN
• AMERICAN INDIAN
• AFRICAN AMERICAN
• ARAB
• LATINO

High Context Cultural Communication

Best Teaching Practices for all Learners

Research shows that taking all children’s cultural backgrounds into consideration in curriculum, teaching strategies, and teaching materials relates directly to positive learning outcomes for students.

• Teachers and students work cooperatively on activities
• Language and literacy are integrated into all areas of learning
• Make connections to real life experiences
• Challenge students to think
• Engage children in instructional conversations
• Model and demonstrate
• Allow students to inquire and direct learning

Effective Teaching Strategies

• Support all children's IDENTITY development within their own cultural group

• Assist all children to EXPERIENCE AND VALUE DIVERSITY

• Foster all children's UNDERSTANDING OF DIVERSITY and counter negative stereotypes and biases

Culturally Responsive Learning Goals

Use diverse literature, music and materials in the classroom

Integrate cultural diversity throughout your curriculum and themes

Avoid tourist curriculum in your classroom

Give helpful explanations to questions about differences

Intervene when negative reaction occurs

Support positive interactions among children

• Celebrate differences in children

• Find ways to connect children and create community

• Welcome all children and families into your classroom

The characteristics that individuals use to determine their sense of self and belonging within a group.

Identity

Watch these strategies and goals put into practice

Follow an Anti-Biased Curriculum

• Learning experiences and teaching strategies designed to counter stereotypes and guard against expression of biases.

• Do NOT ignore signs of bias or discrimination
• Do NOT make excuses for expressions of bias
• Do NOT be afraid to intervene even if you may upset the victim

These goals should be integrated into the learning environment and curriculum and be inclusive in all interactions with students and families

Create Empathetic and Critical Thinkers

• Click on each of the three gadgets.

• Browse the multicultural activities for young learners

• Choose one activity and share on D2L Discussions

1. Describe Idea/s 2. Link (if applicable)

Multicultural Activities for Your Early Childhood Classrooms

Interview Assignment

Observation Assignment

A tourist curriculum is a teaching method that focuses on learning about cultural differences and traditions during holidays and special events. It's also known as the "tourist approach" because it gives students a limited and superficial view of a culture.