Given the wealth of diversity in our nation's public schools, instructional theory is advocating a shift toward a pedagogy that emphasizes an academically enriching environment for students of all ethnicities, races, beliefs, and creeds. Given the wealth of diversity in our nation's public schools, it is no wonder that instructional theory is advocating a shift toward a pedagogy that emphasizes a comfortable and academically enriching environment for students of all ethnicities, races, beliefs, and creeds.
Family-School Partnerships and RTI Working with children and families from culturally and linguistically diverse backgrounds poses special challenges to early childhood educators. Cultural competence is a term that describes what happens when special knowledge about individuals and groups of people is incorporated into standards, policies, and practices.
The process of achieving cultural competence is one that leads not only to an appreciation of families and their unique backgrounds, but also to an increase in the quality and effectiveness of services, producing better outcomes. For schools to be described as culturally competent, they need to: Have a set of values and principles that recognize diversity; Demonstrate behaviors, attitudes, policies, and structures that enable them to work effectively cross-culturally and value diversity; Conduct self-assessment to ensure sensitivity to cultural characteristics; Be committed to manage the "dynamics of difference;" Learn about and incorporate cultural knowledge into their practices, and Adapt to diversity and the cultural contexts of the communities they serve.
Why is cultural competence important? Within an educational setting, cultural competence means finding ways to infuse knowledge and appreciation of other cultures into daily practice.
Very often, early childhood classrooms are filled with students from different cultural and linguistic backgrounds, but the unique features of these different cultural communities is not well understood by educators and therefore not well integrated into classroom and school-wide practice.
Establishing cultural competence is an ongoing and long-term process that demands enthusiasm and curiosity about other cultures and a willingness to adapt educational practices to mirror the values and special characteristics of children and their families.
A few examples of how cultural competence can impact learning: Gentle hands-on-hands guidance during play can be comforting and effective for some children and very disconcerting and upsetting to others. Levels of comfort with these types of interaction can also be affected by whether the nurturing adult is male or female.
In some homes, children are encouraged to look down or away when being spoken to by adults. This culture-specific respectful behavior can easily be mistaken as a show of defiance if not understood in a culturally competent context.
Keys to Developing Effective and Collaborative Relationships Within Culturally Diverse Communities Establishing effective collaborative relationships is a process that involves sharing, flexibility, and a commitment to building and sustaining open lines of communication and understanding.
The following steps can be helpful: Reflect upon the specific cultural values that are embedded in your understanding of a student's behavior and different factors that might contribute to his or her performance in school.
Ask yourself whether these characteristics are contributing to your understanding of what services and supports this student might need to succeed in school. Explore any cultural characteristics that might be different from those of teachers and other students, and be sure that they complement or at lest, do not interfere with the child's full participation in the learning community.
Examples of issues to be considered might be: Find out whether the families being served recognize and share your values and assumptions and, if not, how their views differ from yours. Be sure to listen carefully, have an open mind, and reserve judgment.
For example, the family of a four-year-old allows her to stay awake well past what you might think to be a reasonable bed time e.
Susan McBride reminds us that information should be provided in languages that are readily understood by the family members and that translators and interpreters should be on hand as needed to promote family participation in a child's education. Developing a "survival vocabulary list" in the native languages of the families in your classroom can also be a welcome offering, especially when it is tailored to and shared along with discussions of childrens' progress in the general curriculum.
This article was originally published by RecognitionandResponse.Working with children and families from culturally and linguistically diverse backgrounds poses special challenges to early childhood educators.
Australian Journal of Teacher Education Volume 41|Issue 4 Article 5 ‘Knowing Your Students’ in the Culturally and Linguistically Diverse Classroom. Purpose and Goals of the Standards.
The following standards were developed by the Racial and Ethnic Diversity Committee of ACRL (Association of College & Research Libraries), based on the National Association of Social Workers Standards for Cultural Competence in Social Work Practice.
1 The standards are intended to emphasize the need and obligation to serve and advocate for racial and. Social Studies Research and Practice Camicia with a target person or group. Students can examine past experiences with intergroup contacts and role-play future contacts with positive behavioral outcomes.
UW BOTHELL INTERDISCIPLINARY ARTS & SCI - BOTHELL INTERDISCIPLINARY STUDIES Detailed course offerings (Time Schedule) are available for.
Autumn Quarter ; Winter Quarter ; BIS Digital Thinking (5) QSR Introduces the fundamental concepts behind computing and computational thinking including logical reasoning; problem solving, data representation; abstraction; .
Strategies for Teaching Culturally Diverse Students There are many school factors that affect the success of culturally diverse students the school's atmosphere and overall attitudes toward diversity, involvement of the community, and culturally responsive curriculum, to name a few.