Ogletree, Quinita Implementing Multicultural Practices in Early Childhood Education.pdf

The directorowner should also defend support and

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director/owner should serve as model for staff and students to follow. The director/owner should also defend, support, and introduce how important it is to have positive relationship among diverse students. Lastly the director/owner should reward positive and punish negative behaviors. Equity Pedagogy The fourth dimension is equity pedagogy. These are teaching techniques and strategies that designed to improve the academic achievement of diverse students. This is often done by understanding learning styles, teaching styles, and language. One of the major ideas on learning styles is field dependent and field sensitive. One issue with using these are that they are fluid and not static and children can show a few characteristics of each. Purnell, Ali, Begum, and Carter (2007) discuss how literacy and the arts can be used to build culturally responsive classrooms. They believe that teachers need to be inventive to do this. Their strategies include storytelling, drawing, moving, singing, and creative play. Examples of this include using clay to enhance the alphabetic principle, exploring differences with people portraits and recipes for celebrating our heritage. There are other pedagogical areas that need to be discussed by early childhood educators. Perkins and Mebert (2005) suggest that teaching children to become experts in multicultural education would allow them to have more domain-specific knowledge. When children have more domain specific knowledge they are able to make inferences and think on higher levels in this domain then their age group normally does. Empowering School Culture and Social Structure The last dimension is empowering school culture and social structure. The school was a part of each of the earlier dimension but Banks’ also sees the school as its’ own cultural structure. There are many components that go into the school culture and structure. They include sports participation, interactions among the staff and students, and disproportionality of achievement. This holistic approach allows educators look at the overall system variables and how they are interrelated (Banks, 2004). Banks and Banks (2004) discuss the characteristics of effective (improving) schools that can empower the school culture and social structure. One is that the staff stresses the importance of basic skills and trust that the students are able to do them and that the staff is accountable for what they do. Another is the principal is an “assertive
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QUINITA OGLETREE AND PATRICIA J. LAKE _____________________________________________________________________________________7 instructional leader and disciplinarian and assumes responsibility for evaluating the achievement of basic skills objectives” (p. 21). Lastly, in effective schools parents initiate more contact than non-effective (non-improving schools). Summary The demographics of the students in early childhood education are changing.
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