Supporting cultural and linguistic diversity in early childhood

Supporting cultural and linguistic diversity in early childhood

Early childhood is
an exciting period of learning and development. High quality preschools
recognize value and draw on children’s cultural
and linguistic backgrounds to design and implement
learning activities. They encourage home
language maintenance and English language
learning, and they support children’s
appreciation of differences through carefully planned and
relevant learning experiences. This video shows the planning
process at a preschool, and illustrates
selected activities being used in the classroom. It also provides key points
and topics for your discussion. As you watch, consider how
you’ll implement these ideas in your own practice. As you know, we have
some new children starting in the program. These families are from
different ethnic and cultural backgrounds. And we’re also
going to be talking about supporting their
children’s learning of English. Let’s find out a little
bit about the children. One of the families
has two sisters that are coming into our program. They’re three years
old and four years old. Both of the children were born
here in the United States. However, both parents
were born in Korea. The children are bilingual. They speak and understand
both Korean and English, but they have a higher receptive
understanding of Korean. There is a grandmother who
is the primary caretaker in the family. She is responsible for dropping
the children off at school and picking them up, and
grandmother speaks only Korean. I can relate learning
English as a second language because I was born in Korea,
and I came here when I was nine. At home, my mom and my grandma
didn’t speak any English, so I always had to
speak Korean to them. So I learned English at school. One of the things I like to
do is to sing the good morning song in different languages. I asked the children
to tell me how do you say good morning
in your language? And here we go. Buenos dias, Maya. Buenos dias, [INAUDIBLE]. Buenos dias, Delaney. We’re glad you came today. Buenos dias, Derrick. Buenos dias, Kyla. Buenos dias, Ava. We’re glad you came today. Buenos dias, Maria. Buenos dias, Sandy. And buenos dias, to? Everyone! For the house area, I think we
can add probably some clothing from the different cultures. I brought in some, a
[SPANISH],, a sombrero. And we can also bring
some cooking utensils for the house area where
the children can just practice cooking
something that they may see mom or grandma do at home. And then just share it
with their classmates, or say, oh, this is
what I eat at my house. With one hand. Good for you. And [INAUDIBLE]. What does it look like to you? It’s kind of tricky? Wow, you got it. I wonder what that is. And are you using
your chopsticks to pick up your food? Yeah. Oh, it fell down. It fell down? If needed, use alternative
or augmentative communication means, such as pictures, manual
signs, or voice output devices. Do you want to
cut with scissors? And the spaghetti, you could
cut spaghetti with scissors. We could read a
book or do a puzzle. Cut spaghetti with scissors? Read a book? Do you want to read a book? Yes. OK. Let’s go get that book.

4 thoughts on “Supporting cultural and linguistic diversity in early childhood

  1. According to the video I think it helps you to see how kids with special needs and they human and need a little more practice and explain the list and demonstrate how beautiful they really are.

  2. It is critical that early childhood practitioners plan and discuss every child who comes into their care so that they will be able to meet the diverse needs of children in their care. They must also be knowledgeable of children's ethnicity, language spoken , foods they eat etc. When they do they they are better able to meet each child needs,

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