Mrs. Lea Folds IECE6 Cultural Diversity February 1,

Studies show that children’s attitudes toward their own identities and other cultural groups begin to form during preschool years. Studies show that children’s attitudes toward their own identities and other cultural groups begin to form during preschool years. They are aware of their skin color as early as three years of age. They are aware of their skin color as early as three years of age. IECE6 – Cultural Diversity February 1,

 Culture is a way of life for a certain group of people, it greatly affects a family ’ s life.  The U.S. is an example of a nation with great cultural diversity, which means it has more than one culture represented among its people.  Families often identify their culture in terms of their origin or ancestors.  Some people refer to their region of origin. (i.e. Native American, European, African, etc.)  Other people refer to culture by the specific country from which their ancestors came. These people might say they are Mexican rather than Latino, or Chinese rather than Asian. Cultural Influences on Families January 6,

 All families are affected by each culture to which they belong. The influence might be subtle or more profound, depending on how involved the family is in the culture.  Culture affects the beliefs and customs families have.  Families in some cultures view academic learning as the top priority for children, whereas other cultures emphasize play as well as academic skills.  Because they have such different views, these families will differ in their parenting practices, modeling, praise, and criticism regarding the role of education. Cultural Influences on Families January 6,

 Parents model, reward, and praise what their culture values. They criticize and correct that which doesn ’ t fit with their cultural beliefs.  In this socialization process, children learn most of their culture ’ s values at home. These concepts are also taught indirectly by living within the culture.  Some cultural concepts, such as history and heroes, are taught directly.  The reasons behind traditions are also often taught to children from an early age.  Older family members may help teach values to children through storytelling and answering the children ’ s questions about the culture or its practices. Cultural Influences on Families January 6,

 Cultures differ in the way they view the concept of family.  In some cultures, family includes only the immediate family.  In others, this term includes extended family members, close family friends, and neighbors.  The importance of culture also varies from culture to culture.  In cultures with a group orientation, family is most important.  Cultures with individual orientation focus more on the individual. Cultural Influences on Families January 6,

 Goals for achievement vary from culture to culture. Some cultures stress academic achievement as a way to honor the family and achieve economic success that will help the entire family.  Other cultures stress achievement in social interactions. In these cultures, showing dignity and respect in interactions with others brings honor to the individual or family.  Families generally use their culture ’ s native language and teach this language to their children.  Using the language of their people can bring a sense of unity and belonging.  Families may use this language as a way to foster this involvement in the culture. Cultural Influences on Families January 6,

 Some cultures teach children to talk often, be open and direct, and be informal.  Other cultures value silence; that is, talking only when necessary. These cultures teach children to notice other body language clues (such as “ reading the eyes ” ) to help them understand without being told. In these cultures, children are taught to address elders in a way that shows respect.  In some cultures, smiling expresses friendliness, pleasure, or understanding of humor.  In other cultures, a smile is used to acknowledge a fault. Some cultures might use smiling to mask emotion (hurt or disagreement) or avoid conflict.  In other cultures, people smile in response to a compliment if they feel verbal response would show a lack of modesty. Cultural Influences on Families January 6,

 The family also teaches children how to respond to people of other cultures.  Families who value diversity point out the benefit of learning from people who are not like themselves. These families teach children to appreciate people of all cultures. They believe each group is different from, but equal to, other groups.  Other families do not value diversity. They believe their group is better than others and that people of different groups should not interact with one another. Cultural Influences on Families January 6,

 More than one culture is represented in the family. This happens when people of different cultures marry or when single people of different cultures have children together. Children and their adoptive or foster parents might also come from different cultures.  Everyone in a multicultural family needs to learn about the cultures of its members. Parents need to understand the roles and expectations of each of these cultures. Multicultural Families January 6,

 In some multicultural families, parents do not know enough about the culture into which they are marrying or from which adopted or foster children are coming. Problems in these families may occur because:  Communication differences between cultures  Differing cultural expectations, roles, beliefs, and priorities  Differing traditions, rituals, and holidays  Differing views regarding family life  Expressions of bias or exclusion from others, especially family members.  Most children raised in multicultural homes are happy and are high achievers in school. They grow up to respect diversity and have a strong sense of self. Multicultural Families January 6,

 These parents often explain to their children that people who express bias toward them may not know any better. The unkind words and actions of biased people may come not from knowing others who are different from them.  Parents in strong multicultural families discourage their children from fighting in response to bias. They make it clear it is not right to hurt people who are different or assume all people in a group behave the same way. Multicultural Families January 6,

 Children in group programs reflect the great cultural diversity of society. They are members of families that differ in language, social customs, beliefs, and goals for their children.  Some children entering group programs may experience culture shock, an uncomfortable response to an unfamiliar culture.  Children may also encounter bias, a belief or feeling that results in unfair treatment of another person or makes such treatment seem right. Cultural Diversity in Group Programs January 6,

 In a carefully planned program, children have the chance to build self-identity, respect diversity, and develop anti-bias attitudes. In such programs, adults do the following:  Affirm each child ’ s identity  Learn how to pronounce each child ’ s name and say useful words in the child ’ s language.  Help children learn to describe themselves and their activities.  Respond to children ’ s questions and comments about culture in positive ways. Cultural Diversity in Group Programs January 6,

 Respect diversity by making the program culturally rich  Children need to live in a classroom that represents children from many cultures.  See the Characteristics of a Culturally Rich Program handout  Help children learn that biased behaviors hurt  Adults might read books on feelings, and describe feelings when hurtful things are said and done.  Adults can also help children find ways to include others during play and avoid competitive situations, such as “ boys versus girls ”, or games with winners and losers. Cultural Diversity in Group Programs January 6,

 When planning a multicultural curriculum, keep the following goals in mind. You will want each child to develop  Respect for oneself as a worthwhile and competent human being  Acceptance and respect for other ’ similarities and differences  An appreciation of the child ’ s own cultural and ethnic background  The skill to interact positively with all people  An understanding that there are many ways to do things  You can meet these goals by involving parents and choosing appropriate learning materials and activities. Multicultural Curriculum January 6,

 Parents can play a key role in meeting multicultural goals for children.  As a teacher, study the cultural background of child. Parents or other family members are the best resources for this task. They can provide you information on their culture ’ s parenting beliefs and practices.  Meeting and talking with parents can provide knowledge of the family and their needs, customs, concerns, and hopes. Parents can also share their heritage by taking part in classroom activities. Multicultural Curriculum January 6,

 Select materials that reflect the ethnic heritage and background of all children. The following items useful for reaching this goal: cooking utensils; flags; weavings; traditional games; and ethnically diverse children ’ s books, musical tapes and CD ’ s, pictures, and videos.  Teachers should examine materials for their appropriateness in teaching social science concepts. If biases exist in any materials, they should be noted. Then teaching materials must be developed to overcome the bias.  Be sure to watch for stereotyping when selecting materials for classroom use. Stereotyping ignores individual differences.  Take care when choosing games, books, puzzles, videos, classroom decorations, and visual aids. Selecting and Preparing Materials January 6,

 Omission is another bias found in some teaching materials. Omission implies that some groups have less value than other groups in our society. This is done by omitting a group ’ s presence in the material.  All groups must be included and respected in teaching materials.  To build self-esteem in children, show them positive role models from all cultural backgrounds. Selecting and Preparing Materials January 6,

 Studies show that children are more likely to focus on differences than on similarities. As a teacher, you need to focus on people ’ s similarities whenever possible. In the curriculum, include activities that show all people have similar ways of living within a family or other social group. Emphasize that all people have similar needs including food, clothes, and shelter. Language, art, and music are ways of expressing various attitudes, feelings, ideas, and knowledge. Activities to Encourage a Multicultural Perspective January 6,

 Special activities can be planned to focus on similarities. For example, schedule a “ special day ” for a particular child. During group time, the child may share his or her favorite toy, food, or color.  Ask each child to bring in family photographs. They can use the photos to observe similarities.  Cooking and eating a variety of cultural foods is another way of stressing multicultural concepts. Activities to Encourage a Multicultural Perspective January 6,

 As school-age children become more aware of the world around them, they begin to make social comparisons. Through this process, children not only define themselves, they also identify qualities in others.  Conscientious teachers help children learn about and appreciate cultures other than their own. Children need to learn how others express themselves beauty through art, literature, and music.  Teachers use toys, games, foods, and special celebrations to teach children about different cultures. Promote Respect for Cultural Diversity January 6,

 They use storybooks, videos, posters, and puzzles to show people from all cultures in a variety of positive roles.  Seeing images of people who look like them helps children develop a sense of pride in their culture. Seeing images of people from other cultures helps children respect and value people ’ s differences and similarities. Promote Respect for Cultural Diversity January 6,

 Menus should include foods children are familiar with in their home. This requires planning meals and snacks that include foods from diverse cultures and ethnicities.  Introducing such foods broadens all children's food preferences. Adding ethnic foods such as bagels, tortillas, lavosh (Armenian Bread), scones, or wontons during snack time is a good start.  Lunches that include different pastas, various types of rice and beans, breads, fruits, and vegetables go a long way in making all children feel welcome in a program. Cultural and Ethnic Diversity in Food January 6,

January 6, At what age do children become aware of their skin color? 1-year old 2-years old 3-years old4-years old

January 6, Which of the following is the correct definition for cultural diversity? The people in the population are from the same cultureOne culture is represented in the populationMore than one culture is represented in the population

January 6, Children learn most of their culture’s values At schoolAt homeFrom their friendsFrom internet sources

January 6, Culture affects the beliefs and customs families have. TRUEFALSE

January 6, Which of the following is NOT something that might cause trouble in a multicultural family? Communication may be different between culturesTraditions, rituals, and holidays may be differentFeelings of love and respect for one anotherExpressions of bias or exclusion from others

January 6, Culture shock is an uncomfortable response to an unfamiliar culture. TRUEFALSE

January 6, Which of the following is NOT a goal of a multicultural curriculum? Teaching respect for oneself as worthwhile and competentTeaching only about the dominant culture in a population Acceptance and respect for others’ similarities and differences The skill to interact positively with all people

January 6, Studies show that children are more likely to focus on how they are alike others rather than their differences. TRUEFALSE