When I examine the topic of meeting diverse cultural needs in early childhood, I often compare current topics with historical issues of my parents' early childhoods as first generation Americans from Poland in the early 1930's. They recalled little of cultural barriers except that they spoke only Polish until they entered kindergarten, where they learned English. They never referred to this time as stressful, though it is quite possible that the stress they experienced in their early childhoods suppressed the memory of such. I do know that their large families provided a formidable support for them. As I work with today's children in a culturally diverse community, I am hoping that our progress in diversity studies combined with brain research discoveries equip early childhood workers, whether child care providers or preschool and elementary school teachers, to provide more support for children's development and family well being than was offered to my parents.
A goal that I would like for early childhood professionals to work towards is not only treating children and families respectfully, but to develop specific curriculum activities to equip children to prepare for and deal with anti-diversity behaviors aimed at them or someone they know. Gloria Boutte (2008) called us "naive" to believe that all we need is respect, a place where I was before this course. It is clear that as teachers and people of primary influence, we owe it to the children and families we serve to give them tools to manage the unpleasant realities of prejudice and unequal access.
Finally, I wish to thank my colleagues for the truly frank discussions about the topics of personal and institutional discrimination and microaggressions. These are painful topics to voice, but necessary for problem solving. Thank you for your professionalism in your candor.
References:
Boutte, G., (2008). Beyond the illusion of diversity: How early childhood teachers can promote social justice.Social Studies, 99(4), 165-173.
1 comment:
I agree so strongly with you that a well thought out, intentional curriculum regarding anti-bias is a great need. I have learned so much about diversity and authentic cultural acceptance that it has left me somewhat confused about the best ways to approach these subjects in meaningful and authentic ways in the classroom. Celebrating cinco de mayo with sombreros and a piñata, for example, are not true cultural experiences for the children, they are stereotyped experiences - so where to find authenticity? I suppose then answer will come in forming partnerships with parents and getting their input.
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