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Diversity In Children

655 Words3 Pages

The gap I have chosen to explore is ‘Listening’. I have planned experiences to facilitate the children’s development using listening as my main focus.
To recognise, value and draw on children’s cultural and linguistic backgrounds, I have planned an experience with a group of children singing a ‘Good morning’ song in their home languages, I will also incorporate some hand actions. Firstly with the parent’s involvement, I ask them to share this simple phrase. It’s quite similar to the experience shown in topic one’s video ‘Supporting cultural and linguistic diversity in early childhood’. With this experience, the children will appreciate other cultures and feel a sense of belonging as we encourage the children’s home language being spoken. The benefits of diversity are to have the ability to understand and honour differences ((Belonging, Being & Becoming, 2009). I included a reference from the EYLF Framework which was contributed by group member Rachelle Derley. …show more content…

They learn to read by hearing stories being read (Beaty, 2009). The listening post is a great way to teach the children to be active listeners. By listening to a fluent reader, reading the story, it would be beneficial to the children’s speaking and listening development and learning (Fellowes & Oakley, 2014). I will set up a quiet area and use a CD audio of popular children stories, such as ‘Goldilocks’ for the children to listen to. The children will also have the option of flipping through the book and using the picture flaps to reveal hidden pictures. Not only will it develop a positive attitude towards reading, but also encourages the children’s vocabulary development and the familiarity of text and teaches them how sentences are structured. I added more detailed implementation of experiences suggested from group members Emma McQuillian and Tamara

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Incorporating small reading allows all students participate and interact in reading out loud. The challenge of having different book assigned can have many benefits for students development, because they are able to move within reading levels as they advance their

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Some strategies that can be used to enrich children’s understanding and respect for cultural identities within the services community may include: - • providing activities and opportunities that engage other cultures These activities could be a culture celebration for a day or week such as Chinese New Year, St Patrick’s Day, Christmas etc., where the children could come dressed up as something that represents that particular culture i.e. dragon, leppricon, Noah etc. and play games that originated from that culture, do drawings of things found in that culture or read books at story time that give information and embraces the culture. • engaging parents and families to discuss cultural practices.

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First, as an educator it is important to realize all of the different aspects that go into reading and that different students will struggle with different aspects. It will also be crucial to use repetition when introducing and furthering reading skills in my class. I cannot expect every child to pick up on the key concepts on the first day. I will have to use some of the different techniques mentioned in this book to get all of my children excited about reading.

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What I learned was the Power of Language video taught that with dual learners, you should incorporate some of their language throughout the day. Talking to infants and toddlers can help them to develop and build a strong foundation for literacy. The 5 interactions for response is tune in: pay attention to the child. Facial expressions: get down eye to eye to the child’s level, and smile. Touch: could be a hug, rub on their back, or sitting in your lap, Gesture: hugging, smiling

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It encourages cooperation and team-work. It allows children whom are more reclusive to move forward through sound participation. CS II c: Wordless books- This activity helps infants/ preschoolers to start from the beginning, understanding basic story structure. In addition, this task would require them to use more of their creativity and imagination.

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Tokenism occurs when cultural diversity and difference are not affirmed and embedded in everyday practices in the program (A. Kennedy, 2010, p 17). Therefore it is important to ensure that the educator understands the child’s culture as there is the potential to be more than one culture within a country, therefore it is important not to stereotype different cultures when addressing them. When discussing these cultures with children it is important to find similarities within the cultures, which will connect the children and ensure there is not any biases towards other cultures. Tokenism can be avoided through continuing to have a close relationship with families, to ensure where change within the family dynamic is occurring, continuing to undertake

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Do you know South High School is the most diverse school in the Denver area and also, do you know South represents more than 42 different cultures and countries. In addition to that, South honors the different cultures every year by hosting Culture Fest and welcomes parents and neighbors to the event. Currently, 72% of the students at South are students of color and most of the students come from the Aurora side to experience diversity and more opportunity. Frankly, South accepts students from all the districts of Denver Public School and other districts as well. South provides cheaper transportation pass to students who come from outside of Denver and gives free bus pass to students who live in Denver.

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It broadened my perspective and awareness of the importance of being open to, learning about, being sensitive to, recognizing and celebrating, where possible, the holiday customs and traditions of children and families. This course I learned that culture is more than race or ethnicity or more than artifacts, but in a way it is more dynamic and complex. Cultural groups and cultural identity are based on the influences by many different conditions and circumstances. The sense of identity, knowledge, understanding, ability, skills and children 's relationships change during

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Also the children use television and computers as well as printed material across the curriculum. Children are encouraged to share books with different people and develop techniques for a variety of purposes which is done through reading on their own or in groups, looking on websites, television etc. and to read aloud with others and learn to use expression in their voice when they do so. Outside agencies come into school such as a puppet theatre and children can read at lunch time and playtime in school clubs where they can read at their own pace in their own time. Children are encouraged to link reading to other aspects of language such as signing, the use of symbols, stories to listen to, written work and getting children to read what they have written.

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During my observations at “Don’t Worry Childcare”, I noticed a great amount of multicultural practices. For starters, I observed the preschoolers say hello and good morning every day in French, Italian, German, Spanish, Russian language, and Chinese. During circle time, the teacher said, “Okay, can someone raise their hand and tell me how to say good morning in German?” Not only have I seen the children say good morning and hello in other languages, the teacher taught them how to sing the days of the week in Spanish. I watched the children count to ten in German.

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It is not only helping children develop pre-literacy skills, problem solving skills and concentration, but also generating social learning experiences, and helping children to express

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I will respond to the parent that I will help his or her children learn to read through out many activities. Some of these activities are chants, rhyming games, story time or picture reading stories and conversations with adults (Strickland and Riley-Ayers, 2006). Chants help children to form and recognize rhymes and identify sounds of words. Rhyming games help children to identify group words by a common sound or similar spellings. Through story time or picture reading stories children develop imagination because through pictures they create their own story with their own vocabulary.

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I encourage parents to help scaffold their child’s language development by taking the time to engage in book reading demonstrations that are effective and impactful. Using this time to build on relationships with their children and being interested in their questions during book reading and providing open ended questions to stimulate an interactive conversation. It was also essential for families to learn how to predict how a story will progress. It was important to demonstrate and to being knowledgeable about quality parent-child relationships when families can see the beauty of bonding during shared book reading. (Ju Chou1 & Ching Cheng

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The parent is there to guide the child, answer questions, and explain new vocab. This is even helpful to children with language skills and how they pronounce words. So, interactive reading is especially important for younger children. (Isbell 3) The social reading environments and oral tradition that often accompanies classic children’s literature is a huge benefit to the child, to the point of several times overshadowing individual

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Families have many different ways they could be defined. I would describe my family as being blended. My brother has a different father than me, and he is still considered family. This aspect is important in my concept of family because even if I do not talk to them everyday, I still have this connection where they will support the decisions that I want to make even if it is not an opinion that everyone agrees with. On the contrary, there is definitely diversity by having a blended family, especially since they have been a part of most of my life.

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