Culturally Appropriate Curriculum

When it comes to curriculums it is important to know what kids interest are and to find out what they are learning. Children being involved in the classroom is more than just participating in the lesson. The themes need to help and expand the

Culturally Responsive Teaching is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning (Ladson-Billings, 1994). This approach to teaching encompasses how knowledge is both communicated and perceived by the students. The teacher must have a good relationship with the parents, have high expectations, learn about their students culture, have culturally mediated student-centered instruction, willing to reshape the curriculum, and be a facilitator in order to accomplish this method of teaching. These are key points a teacher must be willing to do if they intend to be an effective teacher especially in a highly culturally diverse area like central

Cultural competency is not an instinctive gift and must be taught to providers. At present, three basic models exist for teaching providers how to offer culturally-based care. The first model emphasizes the dissemination of knowledge and information to the individual, with the stress that awareness breeds more cultural competence. Students learn about “definitions about culture and related concepts, social determinants of health, and variations in disease incidence and prevalence” (Kripalni et al 2006). In contrast, an attitude-based curricula promote sensitivity through self-exploration about the individual’s own biases. Finally, “skill-building educational programs (the cross-cultural approach) focus on learning

When curriculum are designed, planed daily activities follow. Curriculum designed by the interest of the children and go through steps. Include philosophies of education, theories, standards, principles values, research, and views on how children learn best. Usually contained different domains that children develop through the activities. Socio emotional, intellectual. Then, goals and objective are written and say how this goals will be recognize. A plan is coming for outside and inside environment, the activist have to be planned to be out or in the classroom.

In each of Ms. Cruz's classes, examples of culturally responsive instruction can be identified. Her teaching strategies are used to make sure that all students, regardless of background, level of achievement, or learning style are engaging and applying themselves. This can be seen through Mrs. Cruz's connections between the content being taught and real-life experiences. For example, while teaching the integers, Mrs. Cruz drew an ocean on the board and identified the negative numbers under the sea, positive numbers in the sky, and the origin/0 on the surface of the ocean. This activated the student's prior knowledge and allowed them to remember these concepts thoroughly. Further, the students were personally asked to relate integers

To build a culturally responsive pedagogy in response to the advancing technological era, educators can promote individuals through curiosity, creativity, and critical thinking. Likewise, it can close the gap for low income families and students of color (Beerer, n.d.). Additionally, as students utilize digital resources, they are being prepared for success in life.

Curriculum in simple and its purest definition means everything that takes place/ happens during the day in an early childhood setting (Ministry of Education, 1996; Arthur, Beecher, Death, Dockett & Farmer, 2015).It includes what is planned or intended to be part of the curriculum, but also includes the unplanned, spontaneous experiences or interactions that children have or go through in a day at an early childhood centre. Te Whāriki is a New Zealand framework for supporting tamariki / children’s early learning within a sociocultural context. It has its principles and strands that reflect what a curriculum looks like in the context of Aotearoa, New Zealand. If anyone approached and asked me what is a curriculum , my response would be, curriculum in my mind and in children as Te Whāriki states curriculum is the sum total of the experiences, activities, and events, whether direct or indirect, which occur within an environment designed to foster children’s

2. What is Curriculum? Any document or plan that exists in a school or school system that defines the work of teachers, at least to the extent of identifying the content to be taught student and the methods to be used in the process (English, 2000). The educative experiences learners have in an educational program. The purpose of which is to achieve broad goals and related specific objectives that have been developed within a framework of theory and research, past and present professional practice, and the changing needs of society (Parkay, 2006).

Curriculum is an important tool used in Australian schools. Blaise and Nuttall (2011, p. 80) describe curriculum as a set of guidelines teachers use to plan and deliver classroom experiences and learnings. Blaise and Nuttall (2011, p. 82) explain curriculum can be broken down into five key concepts which include:

Rationale: To make a classroom culturally relevant environment, teachers need to be able to recognize all diverse cultures in the class, and integrate this to the curriculum. Also, teachers teaching these students from different backgrounds, who in the most cases speak other language than English, need to implement instructional strategies that promote language comprehension, and development, so students can be successful in the unit. This artifact demonstrates how language acquisition is promoted for English learners at their different stages. This article explains the four different stages of language acquisition: Pre-production, early production, speech emergence, and intermediate fluency, and present some strategies that can be implemented in the unit to support English learners.

According to Tyler “curriculum is a set of planned activities in the supervision of teachers which have certain goals”.

This paper will examine the planning and purpose of curriculum in the early childhood classroom. Discussed will be the definition of an integrated curriculum, and the connection between curriculum and development in the pre-kindergarten and Kindergarten student. The core content areas of childhood development will be outlined and defined and developmental support provided to all areas of content will be examined. Some of the reasons for maintaining a curriculum plan, as well as connections between assessment and curriculum will be addressed. Curriculum planning will be shown to be one of the most important tools in an early childhood educator’s skillset.

Curriculum is content and experiences offered by a school. A preschool curriculum help children prepare for kindergarten by preparing and developing early literacy skills as well as social skills and many more. Florida Department of Education states pre- school curriculums should cover four main areas which are: Physical Development, Social and Emotional Development, Language, Communication and Lliteracy, and Cognitive Development. Physical development should work on building fine and gross motor skills.

Drawing my assumption from the already discussed definitions of curriculum; its definition is in reference to the knowledge and skills that students are expected to learn. The mentioned knowledge and skills are inclusive of the learning objectives that they are expected to attain. The most important learning objective that every curriculum developed, be it national curriculum or even the alternative curriculum is on the holistic development of the child. The term holistic development in children mainly lays focus in addressing all the needs of the children.

Curriculum can be described as a as a description of information or content intended for teaching alongside the methods intended to be used in passing the given information to the learner. Kern, Thomas and Hughes (2009) pointed out some factors that underpin content information in a curriculum. These are: age reflection, culture, skills which are linguistically relevant and child development stage. Education practitioners have largely relied on laid learning standards, guidelines and books for resources used to package content for children. They rely on three main sources to make curriculum decisions, according to French (2007), including: the child, the parent/family and the teacher.