"While the importance of culturally relevant ECE programs is a major theme in the field, too many early childhood programs continue to ground their environment, curriculum, teaching styles, and language in the dominant culture," challenge Louise Derman-Sparks, Debbie LeeKeenan, and John Nimmo in their new book, Leading Anti-Bias Early Childhood Programs: A Guide for Change. "Staff may act out societal power relationships of advantage and disadvantage and socially prevalent biases, even if they are not aware of what is happening.
"The dynamics of dominant-culture-centered early childhood programs push other viewpoints to the margins — even when the majority of families at the program come from other cultural backgrounds. This means that a large number of young children experience two differing cultural contexts every day. Worse, children may experience their home culture as invisible or inferior. When teachers use child development norms and criteria based on dominant group culture to judge the ability of children from other cultural groups, the teachers are hindered in seeing the actual developmental abilities and growth of many children. This dynamic automatically advantages children from the dominant culture group and disadvantages children from non-dominant groups."
Leading Anti-Bias Early Childhood Programs: |
"For those who are seeking to make a real difference and impact on the world we live in, Leading Anti-Bias Early Childhood Programs lays a road map and foundation for the work ahead." "You'll find reassurance, resources, and strategic thinking to engage with in this anti-bias work." |
Comments (3)
Displaying All 3 CommentsHouse of Neuville
Dallas, TX, United States
I always considered each preschool or kindergarten class I was teaching that year, as a special community. And with implementing the High/Scope curriculum, it was easy to take everything from the children and their families that were important to them, and base our curriculum on those interests. I encouraged parent participation in the classroom, so singing, cooking, dancing and playing all were based on the children's background, and it worked well for all!
Primrose School at Brookmont
Douglasville, GA, United States
This was prevalent 100 years ago when thousands of families came to our shores from Europe. What was done to accommodate these children in our public schools? Nothing. The children were young and eager to learn the language, culture and customs of their new country. Their parents were there to ground them in the language and culture of their native country and, in turn, the children could translate and explain the language and culture of their adopted country. I'm not saying this is perfect, but nothing here on Earth is.
In my opinion, the worst thing the government can do is to interfere in this process. Who is the government to judge what these families need? Yes, we can offer services such as teaching English to adults. I think you are doing a great disservice to these newcomers by assuming they are unable to deal with the challenges of moving to a new country. I'm sure there are plenty of charities right in their neighborhoods who have a better grasp on the needs of new citizens to their community.
I believe in building a strong American society with these new citizens, not creating thousands who are dependent on government programs.
Thank you
NIST CCC
Gaithersburg, MD 20899, United States
I come from a different culture and have inter-racial couples in the family and friends. Children do not have any such ideas in their mind as to differentiate themselves with others. Children do not see color or race. They have an understanding that they have friends and enjoy their life with very little rewards. The adults have to change their mind set and accept the differences and enjoy the diversity. This includes teachers and parents.
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