Culturally Responsive Early Childhood Consultation

2021 ◽  
pp. 1-22
Author(s):  
Elizabeth A. Steed ◽  
Tessa A. Kranski
Keyword(s):  
Early Childhood ◽  
Culturally Responsive

Understanding Culturally Responsive Play Through Drama-Based Pedagogy

2021 ◽  
pp. 617-634
Author(s):  
Holly B. McCartney ◽  
Joshua Rashon Streeter ◽  
Aaron T. Bodle
Keyword(s):  
Early Childhood ◽  
Culturally Responsive ◽  
School Administrators ◽  
Role Play ◽  
Critical Role ◽  
Empirical Work ◽  
Scientific Support ◽  
Neurological Research ◽  
Definition Of ◽  
Early Childhood Settings

In this chapter, the authors outline three critical professional and ethical considerations for school leaders in early childhood settings to consider when examining the importance of including play in early childhood curricula. Beginning with an exploration of the critical role play serves in the lives of young children and positing that fundamentally, play is broadly supported across the domains of early childhood through theoretical and empirical work as well as more recent scientific support from neurological research. The authors outline a broader definition of play beyond a Eurocentric vision, and the ways in which school administrators can and should view play as culturally responsive pedagogy through the use of drama-based pedagogy.

Literacy and Early Childhood

2019 ◽  
pp. 1011-1027
Author(s):  
Katia González ◽  
Rhoda Frumkin
Keyword(s):  
Early Childhood ◽  
Intercultural Communication ◽  
Culturally Responsive ◽  
Literacy Learning ◽  
The United States ◽  
After School ◽  
Culturally Responsive Practices ◽  
After School Program ◽  
Group Sharing ◽  
The Impact

In this chapter, the authors explore the components needed for a culturally responsive workshop specifically tailored to meet the needs of Mexican mothers participating in an early childhood literacy learning after school program in the United States. The impact of visualization, use of videos, and small and large group sharing of perspectives is discussed. In addition, authors provide opportunities for readers to reflect upon the impact of culturally responsive practices and intercultural communication.

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.

Making Space for Place-Making Pedagogies: Stretching Normative Mandated Literacy Curriculum

2011 ◽  
Vol 12 (4) ◽  
pp. 343-348 ◽  
Author(s):  
Barbara Comber
Keyword(s):  
Early Childhood ◽  
Culturally Responsive ◽  
High Poverty ◽  
Literacy Curriculum ◽  
Mandated Curriculum ◽  
School Communities ◽  
Ethnographic Studies ◽  
Positive Identity ◽  
Dynamic Potential ◽  
Inclusive Early Childhood

In an era of normative standardised literacy curriculum continuing to make space for culturally responsive literacy pedagogy is on ongoing challenge for early childhood educators. Collaborative participatory research and ethnographic studies of teachers who accomplish innovative and inclusive early childhood education in culturally diverse high poverty communities is urgent for the profession. Such pedagogies involve complex understandings of the cultural and political histories, and the dynamic potential, of the places in which school communities are located. By incorporating the study of local histories and biographies and researching neighbourhood changes teachers adapt mandated curriculum to maintain community knowledges and allow for positive identity work at the same time as they meet the authorised systems objectives. When teachers work with children as co-researchers through the study of people's lives in particular places and times, the community and its complex histories become a rich resource for young people's literacy repertoires.

Culturally Responsive Literacy Practices in an Early Childhood Community

2017 ◽  
Vol 46 (2) ◽  
pp. 241-248 ◽  
Author(s):  
Susan V. Bennett ◽  
AnnMarie Alberton Gunn ◽  
Guda Gayle-Evans ◽  
Estanislado S. Barrera ◽  
Cynthia B. Leung
Keyword(s):  
Early Childhood ◽  
Culturally Responsive ◽  
Literacy Practices

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.

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