Using mathematics strategies in early childhood education as a basis for culturally responsive teaching in India

2006 ◽  
Vol 14 (1) ◽  
pp. 15-34 ◽  
Author(s):  
Smita Guha
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Responsive Teaching ◽  
Childhood Education

Working With Immigrant Children and Families

2021 ◽  
pp. 181-202
Author(s):  
Hae Min Yu
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Culturally Responsive ◽  
Education Leadership ◽  
Immigrant Children ◽  
Responsive Teaching ◽  
Children And Families ◽  
Childhood Education ◽  
Knowledge Framework ◽  
The U.S

This chapter discusses ways of understanding and supporting immigrant children and families. Sociocultural theory and a funds of knowledge framework are introduced to provide pertinent guidelines for early childhood education leadership who is working with immigrant children and families. Looking deeply at the experiences and challenges of immigrant children and families, this chapter proposes that leaders need to ask new questions about the complex realities of immigrants in the U.S. schools in order to respond more effectively to their needs and provide more equitable education for all children. Recommended practices include employing the lens of culturally responsive teaching. It challenges deficit views and negative labels against immigrant children and families, invites early childhood education leadership to rethink curriculum and assessment, and explores ways of empowering immigrant families and communities.

Working With Immigrant Children and Families

2020 ◽  
pp. 305-326
Author(s):  
Hae Min Yu
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Culturally Responsive ◽  
Education Leadership ◽  
Immigrant Children ◽  
Responsive Teaching ◽  
Children And Families ◽  
Childhood Education ◽  
Knowledge Framework ◽  
The U.S

This chapter discusses ways of understanding and supporting immigrant children and families. Sociocultural theory and a funds of knowledge framework are introduced to provide pertinent guidelines for early childhood education leadership who is working with immigrant children and families. Looking deeply at the experiences and challenges of immigrant children and families, this chapter proposes that leaders need to ask new questions about the complex realities of immigrants in the U.S. schools in order to respond more effectively to their needs and provide more equitable education for all children. Recommended practices include employing the lens of culturally responsive teaching. It challenges deficit views and negative labels against immigrant children and families, invites early childhood education leadership to rethink curriculum and assessment, and explores ways of empowering immigrant families and communities.

Culturally Responsive Indigeneity of Relations

2020 ◽  
pp. 68-81
Author(s):  
Lori Huston ◽  
Elder Brenda Mason ◽  
Roxanne Loon
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Early Childhood Education ◽  
Research Method ◽  
Culturally Responsive ◽  
Indigenous Research ◽  
Childhood Education ◽  
University Of British Columbia ◽  
The University ◽  
The Impact

This paper draws on the traditional sharing circle at the SPARK conference held at the University of British Columbia in 2019. The sharing circle was led by an Elder and two early childhood educators sharing knowledge from their perspectives and experiences of the Anishininiiwi Awaashishiiw Kihkinohamaakewi Niikaanihtamaakew Indigenous Early Childhood Education Leadership Program (IECELP). The sharing circle at SPARK was delivered in the Indigenous research method of a wildfire circle consistent with the summative research conducted across four First Nation child care centres to measure the impact of the IECELP. We propose alternative ways of transferring knowledge in Indigenous culturally responsive ways to be welcomed and encouraged in academia and in early childhood education.

scholarly journals Play-Responsive Teaching in Early Childhood Education

2019 ◽  
Author(s):  
Niklas Pramling ◽  
Cecilia Wallerstedt ◽  
Pernilla Lagerlöf ◽  
Camilla Björklund ◽  
Anne Kultti ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Responsive Teaching ◽  
Childhood Education

Revisiting culturally responsive teaching practices for early childhood preservice teachers

2020 ◽  
pp. 1-16
Author(s):  
Annmarie Alberton Gunn ◽  
Susan V. Bennett ◽  
Kathleen M. Alley ◽  
Estanislado S. Barrera IV ◽  
Susan Chambers Cantrell ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Responsive Teaching

scholarly journals Perceptions of family involvement and cultural responsiveness in early childhood education

2021 ◽  
Author(s):  
Cathy Coulthard
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Family Involvement ◽  
Culturally Responsive ◽  
Survey Design ◽  
Family Members ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Childhood Education ◽  
Early Childhood Professionals

This study explores 30 early childhood professionals' and 31 family members' perceptions or practices associated with eliciting and fostering culturally responsive family involvement in the High/Scope approach to Early Childhood Education, and identified, research-based model of early childhood curricula. A non-experimental cross-sectional survey design was used to gather data in three different High/Scope programs related to the role of culture, the curriculum model, family involvement practices and the perceived differences of these practices by the early childhood professionals and the family members. The results suggest that both participant groups are aware of family involvement practices that strive to acknowledge the diverse contextual lives of children lending support to initiating culturally responsive practices in early childhood settings.

scholarly journals Perceptions of family involvement and cultural responsiveness in early childhood education

2021 ◽  
Author(s):  
Cathy Coulthard
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Family Involvement ◽  
Culturally Responsive ◽  
Survey Design ◽  
Family Members ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Childhood Education ◽  
Early Childhood Professionals

This study explores 30 early childhood professionals' and 31 family members' perceptions or practices associated with eliciting and fostering culturally responsive family involvement in the High/Scope approach to Early Childhood Education, and identified, research-based model of early childhood curricula. A non-experimental cross-sectional survey design was used to gather data in three different High/Scope programs related to the role of culture, the curriculum model, family involvement practices and the perceived differences of these practices by the early childhood professionals and the family members. The results suggest that both participant groups are aware of family involvement practices that strive to acknowledge the diverse contextual lives of children lending support to initiating culturally responsive practices in early childhood settings.

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