Presentation/Assigment

Janice J. Beaty Professor Emerita, Elmira College

Linda Pratt Elmira College

In This Chapter You Will Learn To:

 Explain the meaning of a “multicultural perspective.”

 Discuss why multicultural picture books should be used.

 Demonstrate how teachers can use these books.

 Describe to choose and acquire appropriate picture books.

A multicultural perspective • Acknowledges diversity by being sensitive to cultures and

languages. • Recognizes diversity in preschools and kindergartens. • Uses books that feature characters of diverse racial and

ethnic groups. • Integrates book extension activities into every learning

center. • Improves reading scores and attitudes among children from

different cultures. • Helps children develop positive attitudes toward children

from different cultures even in an all-European American classroom.

• Serves as a springboard into activities that promote early literacy.

Multicultural characters from picture books help children  To identify with characters from different cultures.  To treat characters as if they are real people.  To want to pretend and perform various activities

about them.  To come to love the books and want them read over

and over.  To learn firsthand about children like themselves

from other cultures.  To choose various characters as role models.  To want to participate in the same activities as the

book characters.  To improve their own reading and writing skills.

Lead-ins to a multicultural curriculum:  What you can do with a multicultural character book  Make a game of it.  Make puppets of its characters.  Build a house for its characters.  Pretend to be a character.  Make a flannel board story.  Make a puzzle of it.  Prepare food from the story.  Paint a picture about it.  Write a letter about it.  Tell, sing, and record the stories.  Begin to read it.

Choosing appropriate books:  Use the Choosing Multicultural Picture Books

checklist (Handout 2.1)  Books featuring physical differences, self-

concept  Cover of books that show attractive, realistic

cultural characters  Characters children can identify with  Curriculum-based theme familiar to children  Words catchy with rhyme, rhythm, or repetition  Plot fast-paced, easy for children to follow  Characters, theme or topic easily integrated into

learning centers

Acquiring Multicultural Picture Books

 Visit bookstores, libraries

 Write in for catalogs

 Go online to publishers’ websites

 Buy paperback copies from Scholastic

 Have parents help with fund-raising projects for books

 Making Friends and Getting Along with Peers. DVD from NAEYC

 Preschoolers: Social and Emotional Development. DVD from Redleaf Press.

 Start Seeing Diversity. DVD from Redleaf Press

 Welcoming All Children. DVD from NAEYC

 Al-Hazza, T. & Lucking, B. (2007). Celebrating diversity through explorations of Arab children’s literature. Childhood Education, 83(3), 132-135.

 Brinson, S. A. (2009). From Thunder Rose to When Marian Sang: Behold the power of African American female characters. Young Children, 64(1), 26-31.

 Derman-Sparks, L. & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC Books.

 Genishi, C. & Dyson, A. H. (2009). Children language and literacy: Diverse learners in diverse times. Washington, DC: NAEYC.

 Feeney, S. & Moravcik, E. (2005). Children’s literature: A window to understanding self and others. Young Children, 60(5), 20-28.

 Harlan, R. Murray, R. & Shea, M. (2007). Broadening teachers’ views through multicultural book discussions. Childhood Education, 83(5), 299-303.

 Quintero, E. P. (2005). Multicultural literature: A source of meaningful content for kindergartners. Young Children, 60(6), 28-32.

 Ponciano, L. & Shabazian, A. (2012). Interculturalism: Addressing diversity in early childhood. Dimensions of Early Childhood. 40(1), 23-29.

 Souto-Manning, M. (2013). Multicultural Teaching in the Early Childhood Classroom. New York: Teachers College Press.

 Ashley, B. (1991). Cleversticks. New York: Crown.  Baiker, K. (2003). I can do it too! Brooklyn, NY: Hand Print Books.  Cook, M. (2009). Our children can soar. New York: Bloomsbury.  Diggs, T. (2011). Chocolate me. New York: Feiwel and Friends.  DiPucchio, K.(2008). Grace for President. New York: Hyperion.  Dole, M.L. (2003). Drum, Chavi, drum. San Francisco: Children’s

Book Press.  Isadora, R. (2005). Luke goes to bat. New York: Putnam’s.  John, R. (2003).Red is beautiful. Flagstaff, AZ: Salina Bookshelf.  Nolen, J. (2003). Thunder Rose. Orlando: Harcourt.  Pinkney S. L. (2007). I am Latino: The beauty in me. Boston:

Little, Brown.  Pinkney, S.L. (2000). Shades of black. New York: Scholastic.  Recorvits, H. (2003). My name is Yoon. New York: Frances Foster

Books.  Smith, C. L. (2000). Jingle dancer. New York: Morrow.  Winans, C. (2007). Colorful world. Oak Park Heights: MN. Maren

Green Publishing.

 Association for Childhood Education International

 Children’s Book Council

 International Reading Association

 Reading is Fundamental

 Teaching Tolerance