Culture And Diversity In Early Childhood Education

A child’s culture influences how children make sense of the world (Acar & Çetin, 2017). That is why a teacher must recognize and incorporate a child’s culture into the learning environment and lesson plans as it plays a key role in how a child learns (Calarco, 2014). In this action research project, the researcher will be looking at the effects of providing the staff of Kiddie Academy training on the importance of acknowledging and celebrating diversity on the improvement of multiculturalism in the classrooms. As well as how educators and parents in early childhood can work together to build learning environments that embrace multiculturalism in more explicit and integrated ways. Currently, this early learning program does very little

found in any of the classrooms, lobby, or administrative offices. Early childhood educators need to examine and understand their own beliefs about culture and diversity in order to effectively implement multicultural education programs in their program. When teachers know their own culture, values and beliefs, they will be better able to relate more effectively across cultural lines and be better able to prevent them from projecting their values onto others (Thiederman, 2017). By receiving training and information on multiculturalism once a month, or on a regular basis, and providing support to classroom teachers, the researcher will attempt to prepare teachers to effectively facilitate learning for each student while providing all children and families with a sense

Since there will be a need to conduct a good deal of research on anti-bias curriculum, creating multicultural learning environments, increasing parental involvement, and creating engaging staff trainings, the researcher will need to find reliable sources as well the time to do this after his normal work schedule. In order to create a classroom that celebrates diversity, a budget and list of required materials must be made and approved by the school’s administration. Obtaining funds or the multicultural materials themselves may take some time to receive or may not get approved at all. Teachers can make some resources for their classroom such as laminated booklets with photos of the students and their families, pictures of people in non-traditional roles or with disabilities, or posters of greetings in many different languages. But, this task takes time and also requires supplies that may or may not already be on hand at the center. Since multicultural books “creates a community within the classroom because students learn not only the differences tolerated, they are also embraced,” it is vital that multicultural books be purchased or donated to the center in order for teachers to build a multicultural library (McCowan, n.d., par. 1). Books could be rented from the local library, but there is a cap on the quantity on the number of books that can be borrowed and time that they are