Valuing Diversity In Early Childhood Education

Early childhood is a time of curiosity, a time for play, and a time of rapid development. Every child is unique and deserving of an early childhood education that facilitates academic, social, and developmental growth through a variety of enjoyable experiences. Differentiated instruction adapts content, products and processes to meet the diverse learning needs and preferences of students (Thousand, Villa, & Nevin, 2007). Friedrich Froebel, the creator of Kindergarten, believed that children grow and learn as they play (Bruno, 2009). Play-based instruction not only enables young learners to have fun, but it also encourages interactive and cooperative learning, passion for discovery, and a foundation for later learning experiences

Early childhood education curriculums are becoming a national curriculum in most countries. With more governments and society thinking about education of under-fives we are seeing shifts in thinking and education to meet the changing world. We are developing children skills for the future to create a society where children feel they belong and can contribute to society. Curriculums are being influenced my social, political, cultural, historical and theoretical issues that are impacting different curriculums in the world. I am going to explore and develop my understanding about three different curriculums to recognise the different influences affecting curriculums. I am going to explore the curriculums of Te Whāriki: New Zealand, Belonging, Being and Becoming: The Early Years Learning Framework for Australia and Curriculum for Excellence: Scotland. This will allow me to develop an understanding of other curriculums which I have not heard about to discover other way to education that I have not been taught in teacher’s college.

Some people may ask what inclusion is well inclusion makes it possible for children with and without special needs, interact and learn with each other on a daily basis in a classroom. There are many children in the world today that have special needs. Some of those children do not get to play with “typically developing peers” (NAEYC) or children their age because some schools do not offer inclusive classrooms. There are many reasons why inclusive classrooms are good for everyone involved.

I believe that our culture helps to shape our identity and therefore I believe that early childhood education should reflect the culture of the children attending the program, while teaching other cultures to promote diversity and inclusion. Aboriginal Head Start programs are contributing back to the communities through culturally responsive education, which reinforces Aboriginal identity. Nguyen (2011) argues that Aboriginal early childhood education needs to provide children with a “sense of who they are and where the come from, which will impact community self-government and self-determination” (p.231). Similarly, Greenwood et al. (2007) points out that early childhood education should socialize children into their heritage and ancestry through programs that reflect their community and nation. The Aboriginal Head Start programs foster the education of both Aboriginal culture and language into the program in hopes that this inspires children to learn their respective language and participate in their communities (Nguyen,

It is agreed that educator’s philosophy, pedagogical practices and believe about topics such as gender and sexuality, socio-cultural factors and cultural diversity will influence how the Australian Curriculum and Early Years Learning Framework (EYLF) is reflected in the classroom. For example, cultural competence which is one of the eight main practices that EYLF focuses on to support children’s learning.

It is important to respect, understand and include a child’s culture as it helps each child feel a sense of being, becoming and belonging. Knowing about each child’s cultural identity will also help you to promote an equitable environment by building trusting and responsive relationships with children and their families and to demonstrate acceptance of diverse family structures and perspectives (OpenSpace, 3.2.1). For education and care services, understanding and valuing cultural diversity is key to countering racism in our services and community. Including a child’s culture into the centres environment gives the individual child a chance to grow with their culture and to include the other children in it. Showing children an individual child’s

According to the National Association for the Education of Young Children NAEYC) recommendations emphasize that early childhood programs are accountable for creating a welcoming environment. The environment should respect diversity, supports children’s ties to their families and community. It should also support both second language acquisition, children home language, as well as cultural identities. Linguistic and cultural diversity is an advantage, not a deficit, for young children. As stated in the DEC/NAEYC joint position statement, the inclusion contributes to how every child with or without disabilities is developing and learning to reach their full potential. However, this can benefit to young children and their family to experience

When delivering school curriculum, educators must meet the needs and strengths of all students. The Australian Curriculum allows educators to personalize their teaching and learning programs by selecting content that is stimulating, challenging and meets the individual needs and strengths of all students in a classroom (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2015). The Early Years Learning Framework (2010) explains how a student’s culture is central to who they are as a human being and gives them a sense of belonging (pp. 21-22). Using these two documents, educators can carry out learning programs that caters for all needs,

The Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments [DEEWR} (2009) developed the Belonging, Being & Becoming – The Early Years Learning Framework [EYLF] for Australia. This framework was created to guide educators in developing a quality education program in early childhood education and care settings (DEEWR, 2009. p.5).

Students have their own best way in effectively learning the lesson. With the diversity of students, the problem is each student has a preferred learning style. It becomes undeniably one of the reasons that make it difficult to achieve the best expected outcome out of teachers’ effort. However, teachers try to incorporate various teaching techniques to make every learning opportunity become productive, meaningful, and relevant for the learners.

This research report presents an analysis of and conclusions drawn from the experiences and perspectives of two educators that work in the early childhood setting. The main objective is to identify key elements and issues in relation to the families, diversity and difference. In particular how an early childhood educator implements, different approaches to honour culture and diversity, and to advocate for social justice in an early childhood settings. As such, it allows an insight into the important role that families and their background plays in the everyday lives of the children and educators within early childhood settings. In today’s ever-changing growing society it is essential for educators to be flexible to the

Thesis Statement: Early childhood education has many benefits and there is the potential for many significant outcomes if universal preschools were put into place.

Today’s classroom is very diverse and the activities should represent the classroom culture. The development of children is centered on what is taught in the classroom. Therefore, the language, intellectual, personality, social and moral, and aesthetic and creative development of preschool age children should be enhanced through multicultural activities and lessons.

The importance of every student being able to get ample opportunity in the classroom is very imperative. However, there are times when teaching and educating in the class does not give everyone that same opportunity thus creating a problem or difficulty for students to all feel included. Inclusion in the early childhood setting is considered exemplifies the qualities, approaches, and rehearses that bolster the privilege of each newborn child and youthful kid and his or her gang, despite capacity, to take part in an expansive scope of exercises and settings as full individuals from families, groups, and society. The coveted results of comprehensive encounters for youngsters with and without incapacities and their families incorporate a feeling

Identity is related to the looks, beliefs, personalities, class, experiences, contributions of a person (Gee, 2000). Positive identity development among young children is important, because grounds children’s healthy self-awareness, including self-efficacy and high self-esteem later in life (Niebergall, 2010). However, it is a challenge for early childhood educators working in a county as culturally diverse as Canada, since most of those teachers need to work with immigrant children coming from diverse cultural background (Ali et al., 2012).