Multicultural Observation

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. The use of other languages is not the sole reason why the preschool class is multicultural. The baby dolls are all different races. There are a few African American dolls, Caucasian

The Early Pennsylvania standard 4 was met. It focuses on learning through experiences. The children at the daycare have access to multiple race dolls. The youngsters can choose to play with an African American baby doll, Chinese race, or Caucasian. Playing with those dolls teaches the children that race does not matter. African Americans can interact with Caucasians. The children learn through play experiences while using the dolls. Along with standard 4 connecting with my observations, standard area 1.5 was met. That standard concentrates on speaking and listening. The children at the daycare listened to the teacher say good morning in Spanish and spoke what they heard. For instance, a new student joined the class. She did not know how to say good morning in other languages. The educator and the students said good morning for her, and they had her repeat after them. While I was observing I noticed that a few Early Pennsylvania standards for preschoolers was

Standard 5.5 is about using content knowledge to build a meaningful curriculum. Standard 5.5c focuses on using their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula for each child. The instructor at the daycare met that requirement and I desire to too. For instance, I will make my curriculum on teaching multicultural approaches. I may talk one day about how every family eats differently. That same day I will bring in Chinese food or Mexican food for the children to try, but before giving them the food I plan to ask the children to guess what the people from that culture eats. The questions challenge the children to think. I may also use my own understanding of other languages and incorporate them into my lesson plan. For instance, I will teach children the alphabet in sign language because not every family has people who can hear correctly. I may also teach children vocabulary words in Spanish. NAEYC standard 2 focuses on building families and community relationships. The standard 2.2a is about knowing and understanding diverse families. As a teacher, I want to understand diverse families. At the daycare the teacher knew that each household has different languages. In turn, he taught the children how to say good morning in Spanish, German, Italian, Russian language, and Chinese. I will