Explain how each of the Invisible Deep Structures of culture impacts your work with children and their families
Cultural and Linguistic Expectations and Leaders
Classrooms across the nation are becoming increasingly diverse, and in order for children to reach their true potential, educators must not only understand the realities of a culturally and linguistically diverse world, but they also must embrace it (Bredekamp, 2017). Culture and language influence the development and learning of all children. Cultural contexts impact how people think, communicate, behave, and problem-solve, which is why this is such a relevant topic early childhood educators and leaders alike (Bredekamp, 2017). To become an effective teacher and leader in the field of early childhood education, creating a classroom and school environment that is culturally and linguistically responsive is imperative. Your discussion this week is the first step in that process.
To prepare for this discussion, read the article Working with culturally and linguistically diverse families (Links to an external site.). Subsequently, reflect on the following quote:
“The key is to learn as much as you can about each of the children, to get to know their families, and to always be culturally and linguistically responsive in the classroom” (Bredekamp, 2017, p. 182).
For your initial post:
Explain, based on Figure 6.1 in your course text, how each of the “Invisible Deep Structures” of culture impacts your work with children and their families (Norms, Assumptions, Beliefs, Expectations for Behavior, Values, Rules and roles, History).
Analyze the role that acculturation played in the case study at the start of Chapter 6 of your course text (between Mrs. Arguenta and Stacey). Provide specific examples from the article Working with culturally and linguistically diverse families (Links to an external site.).
Develop a plan for ensuring you and your staff create a culturally and linguistically responsive in the classroom by including strategies to avoid the three problems that can occur without a solid cultural understanding (Bredekamp, p. 182): Provide at least two strategies for avoiding the following:
Misunderstanding children
Inaccurate Assessment of Children
Failure to Promote Children’s Achievement
Defend your solution to the following statement:
“When there are cultural differences between what the school defines as developmentally appropriate and the expectations of the family, children are likely to have greater difficulty adjusting” (Bredekamp, 2017, p. 197).
How will you uphold your educational and ethical obligations to children and their families, while supporting children in this adjustment? What steps can you as a leader in this field take to help students become bicultural?
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