Lesson 14: Cultural and Linguistic Responsiveness

The child begins to perceive the world not only through his eyes but also through his speech. ~ Lev Vygotsky

Learning Outcomes

Upon completion of this lesson's material, students will be able to:

• Reflect upon their own cultural upbringing and current cultural view
• Discuss how to develop strategies for dealing with cultural differences

Teaching

Read page 46 in your Developmentally Appropriate Practice text 

Read the following article (can also be located on the CD that came with the text)

• Reading 17 Cultural Influences on Self Concept

Culture in today’s world is so much more than ethnicity and race. Culture is the characteristics of how we live. It can be the music we listen to, the way we dress, faith, language or speech patterns. An individual can change their culture. For example, I know of people that were raised in one faith and practice a different faith as adults. 

Our culture can influence our daily activities from how we raise children, to discipline, to the importance of certain aspects of our lives. Today culture involves family, marriage, living arrangements, ethnic background, sexual orientation, body enhancements (tattoos, piercings), etc. As early childhood educators you will experience all of these cultures and more. I met a young woman once who had tattoos on her shoulders and neck and very large piercings. As we were talking she shared that these adornments were part of her Native American culture and each was part of a rite of passage. I found that extremely interesting. You will be working with children and families from various cultures. It is important to be open minded and accepting. 

An individual’s culture cannot always be defined by simply looking at the person. It is so easy to place labels on individuals because of the culture practices we believe they may adhere to. In face to face class I always do an activity asking if the class can guess what type of music I listen to based on looking at me and what they know about me. Since this is an online course I will describe myself. I am middle aged. I have short to medium length hair, usually wear a skirt to teach with either flat shoes or boots. I do not wear a lot of make-up and wear glasses to read. I work with young children. The guess is always country, then gospel, then folk. Someone usually mentions classic rock, which I say is ok sometimes. After a few minutes I admit to listening to heavy metal and alternative rock. The class is usually surprised. I use this example to illustrate that even though a person may look a certain way, they may not actually be that way. 

You may also experience families that speak a different language. It is important for those families to understand the functioning of the early childhood setting and any communications. Many computer programs allow for documents to be adapted to another language. An interpreter may also need to be used. Inability to communicate will create a barrier to providing the most appropriate care for the child. The child will also struggle in the setting because of the inability to understand or be understood. Learning some key words in the child’s language could help and will make them feel welcome.

Language differences can be a wonderful opportunity to learn and share. It is important for the educator to seek help from the family and other resources. 

Children learn about diversity through play, including music, clothing, foods, games, celebrations, and dramatic play.

Children’s cultural experiences begin in their homes. Learning about different cultures allows them to learn new concepts, have new experiences, consider other attitudes, and develop new skills. It is important to stress that no culture is right or wrong. If an educator holds a strong opinion about a culture, they must be able to leave that at the door and be accepting of the children and families they care for.

Some ways to share cultural values:                                                                                  

• Variety of music and musical instruments
• Books from and about other cultures
• Dramatic play clothing from different cultures
• Photos, posters, displays, and materials highlighting different people and cultures
• Food experiences from different cultures
• Allowing children the freedom to express their cultural norms without fear of criticism

The following information is Retrieved from  http://www.pbs.org/kcts/preciouschildren/diversity/read_linguistic.html Linguistic and Cultural Diversity - Building on America's Strengths


As our nation becomes more linguistically and culturally diverse and as the issue of bilingual education becomes more politically charged, early childhood educators have a responsibility to understand how best to meet children's needs and how to provide effective early childhood education for all children. NAEYC's position statement, Responding to Linguistic and Cultural Diversity -- Recommendations for Effective Early Childhood Education, offers principles of good early childhood practice which hold true regardless of the language spoken by children or their families.

Unfortunately, our nation tends to regard children's differences - language differences, in particular - as handicaps rather than resources. Negative attitudes toward non-English speakers can lead to children's difficulties in mastering English as well as their first language. Children will develop the use of English even if their home language is preserved.

Educators should encourage the use of home language learning while fostering the acquisition of English in order to strengthen ties between programs and families.

Parents and educators must recognize that children actively attempt to understand their world through their own language and culture. For this reason, children learn best when they acquire skills in a meaningful context. Identifying what children already know and building on their prior learning, regardless of language, will help promote an environment that engages all children in learning.

NAEYC's position statement acknowledges the challenges facing early childhood educators who may not be adequately trained to work with children whose home language is not English. Even though an educator may not be familiar with a child's language and culture, the educator has a responsibility to respect the child and family. Encouraging dialogue, play and projects that promote social interaction and first-hand experiences are the best ways to facilitate second language learning among preschoolers.

Programs and families must work together to afford children every opportunity to learn and to become effective, functioning members of society. This is best achieved when young children feel supported, nurtured, and connected not only to their home communities but also to the teachers and the educational setting.

Recommendations for working with children:

- Recognize that all children are cognitively, linguistically, and emotionally connected to the language and culture of their home.

- Acknowledge that children can demonstrate their knowledge and capabilities in many ways.

- Understand that without comprehensible input, second-language learning can be difficult.

Recommendations for working with families:

- Actively involve parents and families in the early learning program and setting. Encourage and assist all parents in becoming knowledgeable about the cognitive value for children of knowing more than one language, and provide them with strategies to support, maintain, and preserve home-language learning.

- Recognize that parents and families must rely on caregivers and educators to honor and support their children in the cultural values and norms of the home

Assessment

Lesson 14 Assignment

Complete the activity pulled from Principle 1 in the Multicultural Principles found on the Early Childhood Learning & Knowledge Center Culture: what IS it?

I have adjusted the questions to include MORE than just thinking.  I want you to actually use the graphic to recall how you grew up and adapt it to reflect your own view of culture.  Answer the questions according to the following.

1. USE the graphic to recall and reflect upon your own cultural experiences as you were growing up. – answer with at least two sentences for each of the six areas in the graphic.
2. HOW will you use the graphic to learn from (or to dialogue with) the families in your program? – This should be at least five sentences about how you will gain this kind of information from families in efforts to provided best practice. Use the readings to support your information!!!!!!!
3. ADAPT or MODIFY the graphic to better reflect your own view of culture. – This should include YOUR beliefs and values NOW.  The graphic below shows how I have adapted the graphic to reflect my current culture of beliefs and values. 

The assignment will be graded according to this rubric:

Lesson 14 Discussion

After reading page 46 from your DAP text:

How will you avoid negative judgments when a family's behavior or preference is different than developmentally appropriate practice?