Culturally Responsive Practices in Early Childhood

Culturally Responsive Practices in Early Childhood Seena M. Skelton, Ph.D.& Karen R. Schaeffer, Ph.D. Consultants Supporting Communities, Schools, and Families S&S Consultation 305-8295 or 659-5472

Agenda • A vision of high achievement for all children • The influence of culture and the impact of cultural diversity in early childhood settings • The hidden rules and cultural mismatches • Promoting success for culturally and linguistically diverse (CLD) children through culturally responsive educational settings. S&S Consultation 305-8295 or 659-5472

Why is there a need for culturally responsive practices? • Increase of culturally diverse children and families in U.S. • Hidden rules and cultural differences • Different knowledge children bring to educational settings • Educators’ uncertainty of how to best support children and families from cultures different than their own • Language and communication differences of some families and school personnel • Achievement gap S&S Consultation 305-8295 or 659-5472

Culturally Diverse Students are… • Less likely to have their: • academic and social needs met • cultural experience and background validated • cultural qualities respected or affirmed • Unless…. S&S Consultation 305-8295 or 659-5472

We Value Diversity “To live joyful interesting lives and to be at peace with each other, people must appreciate each others’ differences as well as their similarities. Children are learning to do this today in family day care, their own homes, and everywhere they go.” Marilyn Lopez, University of Mass. S&S Consultation 305-8295 or 659-5472

We know that … “Students will succeed in schools where they feel positive about their own culture and the culture of others.” • Cummins 1986 S&S Consultation 305-8295 or 659-5472

Hidden Rules: Unspoken cues, habits, and standards for behavior of a group. Hidden rules exist between and among various groups including, economic classes, ethnic groups, families, communities, and organizations. S&S Consultation 305-8295 or 659-5472

Cultural Mismatch and Hidden Rules Student’s Culture Ethnicity SES Family/Community Norms School Culture White Middle Class Mainstream Norms These hidden rules affect behavioral expectations and communication styles. Sometimes there is a conflict. S&S Consultation 305-8295 or 659-5472

Communication direct vs. indirect commands authentic vs. inauthentic questions high vs. low context native language vs. English only Different preparation. Not lack of preparation. Oral tradition vs. Written tradition Improvisation vs. standardization Multi-tasking vs. single task activity completion Differing Funds of Knowledge S&S Consultation 305-8295 or 659-5472

Developing Cultural Competence is a Process Awareness Knowledge Skill S&S Consultation 305-8295 or 659-5472

A Process for Developing Cultural Competency “An important aspect of [cross cultural competence] is not so much what we learn about other people, but what we learn about ourselves and our reactions to other people.” Dr. Ray Terrell, Miami University S&S Consultation 305-8295 or 659-5472

The 3 Rs of Culturally Responsive Education • Respect • Responsive • Relevance S&S Consultation 305-8295 or 659-5472

The Keys to Supporting Culturally Diverse Families • Awareness • Information • Access S&S Consultation 305-8295 or 659-5472

Culturally Diverse Families … • may be unaware if the availability of early intervention programs,preschools or Head Start Services • who do not speak English fluently face restricted access to materials disseminated by child find agencies. S&S Consultation 305-8295 or 659-5472

Agencies Can Demonstrate the 3 Rs by: • Providing public awareness of early intervention services in the native language • Involving community members in planning child find programs, in identifying, and referring families to seek services • Recruiting and preparing professionals from the diverse cultural groups S&S Consultation 305-8295 or 659-5472

Home Care Providers can Demonstrate the 3 Rs by: • Seeing cultural differences including language differences as a resource and not a deficit. • Encouraging the development and use of the native language of young children in their homes. • Building upon children’s diverse gifts and skills and provide young children varied opportunities to exhibit these skills. S&S Consultation 305-8295 or 659-5472

Home Care Providers can Demonstrate the 3 Rs by: • Understanding the difference between basic interpersonal communication skills and language proficiency when learning a new language. • Actively involving parents and overtly demonstrate a respect and value of the home culture. • Incorporating multicultural and non-biased instruction, materials, toys in daily activities. S&S Consultation 305-8295 or 659-5472

Home Care Providers can Demonstrate the 3 Rs by: • Validating and affirming children’s language and cultural background: • Provide children opportunities to hear and use their home language within the EC setting. • Incorporate the use of children’s home language (s) throughout the learning environment. • Use selected words and phrases of children’s home language. S&S Consultation 305-8295 or 659-5472

Home Care Providers can Demonstrate the 3 Rs by: • Providing explicit instruction of pre-academic and behavior expectations • Addressing bias and stereotyping • Providing clear, consistent, and frequent feedback to children about expectations and performance standards S&S Consultation 305-8295 or 659-5472

Home Care Providers can Demonstrate the 3 Rs by: Collaborate with parents and community members to guide developmentally appropriate and culturally responsive activities. S&S Consultation 305-8295 or 659-5472

Main Points • Envision high achievement for all children • Understand culture and the impact of cultural diversity in early childhood settings • Make hidden rules visible • Provide culturally responsive activities & environments to promote success S&S Consultation 305-8295 or 659-5472

Culturally Responsive Practices in Early Childhood