Cultural Diversity and Curriculum Diversity in Early Childcare Programs

1. Cultural Diversity and Curriculum Diversity in Early Childcare Programs Erica Grudi

2. Background The face of the Early Childcare program is always changing. Early Childcare programs are now facing different challenges of integrating new cultures, religions, ethnic backgrounds, and socio-economic status into their curriculum every day. By using new curriculum and being well versed in how to approach different areas of diversity can be a key to having a successful classroom.

3. Statistics of Children Enrolled in Early Childcare Programs • Pennsylvania There are a total of 43,749 children between the ages of 3-5 years old that are enrolled in early childcare education, using Head Start as a form of educational means. Out of the 43,749 children who are between the ages of being enrolled, 21,317 of the children are 4 years of age. That is roughly 48% of the total population of that children who are enrolled in Head Start Programs in the state of Pennsylvania. • United States There are a total of 1,128,030 children who are enrolled a Head Start Program in the United States between the ages of 3-5 years old. Out of the 1.1 million children currently enrolled there are a total of 545,941 children that are 4 years of age that currently enrolled. That is roughly 48% of the total number of children who are enrolled in Head Start Programs in the United States. Data from the annual Program Information Report (PIR), administered by the Office of Head Start (OHS), Administration for Children and Families (ACF), U.S. Department of Health and Human Services (HHS).

4. Tables Data from the annual Program Information Report (PIR), administered by the Office of Head Start (OHS), Administration for Children and Families (ACF), U.S. Department of Health and Human Services (HHS).

5. Percentages of number of spaces available in Early Childcare Facilities, ages birth to 4 and 5 to 12 years of age NAFCC, NAEYC, NAA, NECPA, and PA Departments of Education and Public Welfare, Office of Child Development and Early Learning.  High-quality child care - availability for children in high-quality child care providers by age grouping: Early child care - ages 0-4 (percent) – 2012 . (2012). Retrieved from http://datacenter.kidscount.org/data/bystate/Map.aspx?state=PA&loct=5&ind=2669&dtm=2&tf=868

6. NAEYC’s Goal Statement “NAEYC’s goal is to build support for equal access to high-quality educational programs that recognize and promote all aspects of children’s development and learning, enabling all children to become competent, successful, and socially responsible adults. Children’s educational experiences should afford them the opportunity to learn and to become effective, functioning members of society.” National Association for the Education of Young Children. (1995, 11). Responding to linguistic and cultural diversity recommendations for effective early childhood education. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/PSDIV98.PDF

7. NAEYC Guidelines for Curriculum • Areas of Development Focus • Cognitive Development • Social-Emotional Development • Physical Development • Gross Motor Skills • Fine Motor Skills • Language Development • Literacy Development • Curriculum Content Areas • Early literacy • Mathematics • Science • Technology • Creative expression and appreciation of the arts • Health and safety • Social studies Council for Environmental Education. (2009). Standard 2: naeyc accreditation criteria for curriculum. Retrieved from http://www.projectwild.org/growingupwild/images/NAEYC_Standards.pdf

8. Different Types of Curriculum • Montessori: focuses on five different areas- practical life, sensory awareness education, language arts, mathematics and geometry and cultural subjects • High/Scope®: five areas of focus- approaches to learning; language, literacy, & communication; social and emotional development; physical development, health, and well-being; and arts and sciences. • Reggio Emilia: has four principles that they focus on, “1- children must have some say over what they learn; 2-the senses play a big role in the learning process -- children must be able to touch, move, listen, see and hear in order to fully process something; 3-children are encouraged to interact with other children and explore the world through material items and relationships; 4- children should be encouraged to always express themselves and be given infinite means and opportunities to do so.” • Creative Cirrculum: which is what the Jewish Community Center uses to encourage their children to think, look, and cognitively think outside of the box. Klein, A. S. (n.d.). Different approaches to teaching: Comparing three preschool programs. Retrieved from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=367 Rock, A. (2012). Reggio emilia approach . Retrieved from http://preschoolers.about.com/od/parentingglossary/g/ReggioEmilia.htm

9. Benefits to new types of Curriculum Research continues to show us that our population of children enrolled in Early Childcare programs is always changing. One of the key factors we need to continue to look at and examine is our curriculum and how it can be changed and adapted to the children we are attempting to serve in our programs. Changing curriculum to benefit our children will help us to reach children of different backgrounds, which include; cultural, religious, ethnic, socio-economic, and many others.

10. Claudio (Photographer). (2011). lassroom tips, teaching in thailand. [Print Photo]. Retrieved from http://baanajarn.com/classroom-tips/why-do-kids-learn-languages-so-easily/

11. Ways to handle different cultural diversity in the classroom Many researcher and Early Childcare Programs look at different ways to make sure that families of different cultures, ethnic backgrounds, religions, and socio-economic status feel comfortable in their program. Ways to help them feel comfortable and successful are, improving program access and quality; building staff relationships with families; supporting parents' community participation and negotiation of community resources; and improving staff development, dynamics, and well-being. Vesely, C. K., & Ginsberg, M. R. (2011). Strategies and practices for working with immigrant families in early education programs. YC Young Children, 66(1), 84-89. http://search.proquest.com/docview/874155110?accountid=13158

12. Teachers relationships with families of different cultural backgrounds Research has found that families of multiple backgrounds and cultures that have greater relationship with their children’s teacher tend to have more success in helping their child with succeeding in the classroom. The research really stresses the importance of the relationship between the child and the teacher and the awareness of the teacher to different cultural backgrounds Sepulveda, C., Garza, Y., & Morrison, M. O. (2011). Child teacher relationship training: A phenomenological study. International Journal of Play Therapy, 20(1), 12-25. doi:10.1037/a0021938

13. Ways to strengthen a program that has cultural diversity present NAEYC talks about ways to strengthen the bond between teachers and families of students that have different cultural backgrounds that speak other languages that are not native to the United States. NAEYC directly states, “When early childhood educators acknowledge and respect children’s home language and culture, ties between the family and programs are strengthened. This atmosphere provides increased opportunity for learning because young children feel supported, nurtured, and connected not only to their home communities and families but also to teachers and the educational setting.” National Association for the Education of Young Children. (1995, 11). Responding to linguistic and cultural diversity recommendations for effective early childhood education. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/PSDIV98.PDF

14. Ways to integrate families into the learning process NAEYC recommends these steps to integrate families into the learning process and daily tasks that happen every day. These steps include: • Recognize that all children are cognitively, linguistically, and emotionally connected to the language and culture of their home. • Actively involve parents and families in the early learning program and setting. • Acknowledge that children can demonstrate their knowledge and capabilities in many ways. • Encourage and assist all parents in becoming knowledgeable about the cognitive value for children of knowing more than one language, and provide them with strategies to support, maintain, and preserve home-language learning. • Recognize that parents and families must rely on caregivers and educators to honor and support their children in the cultural values and norms of the home. This information was directly pulled from the NAEYC website in their area dealing with cultural, ethnic, religious, and socio-economic backgrounds. National Association for the Education of Young Children. (1995, 11). Responding to linguistic and cultural diversity recommendations for effective early childhood education. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/PSDIV98.PDF