Multicultural

Today’s classrooms are becoming more diverse, and teachers must create culturally relevant activities to help young learners prepare for living in a globalized society. In order to be successful in this world, young children must learn how to interact with individuals from diverse cultures (Curenton & Iruka, 2013). Developmentally appropriate early learning activities for inside the classroom and at home can help children become prepared for the globalized society.

Activity Plan for the Early Learning Environment

Include the details for your activity to be used in the learning environment.

Activity Plan at Home

Include the details for your activity to done at home.

Creating a Culturally Competent Learning Environment

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For help with this section, refer back to your Week 1 Discussion: Evaluating Your Own Cultural Competence.

The activities outlined above help to support a culturally competent learning environment. As outlined by Derman-Sparks and Edwards (2010), there are four goals teachers should keep in mind when focusing on cultural relevance and anti-bias education. The first two goals focus on children being able to exhibit pride in their own culture while showing comfort with diverse cultures (Derman-Sparks & Edwards, 2010). The last two goals focus on children being able to understand unfairness and respond appropriately when they face bias or prejudice (Derman-Sparks & Edwards, 2010). These activities support all four of these goals. First, the use of persona dolls would allow children to begin to understand unfairness and also learn skills so they can respond when faced with unfairness. Inviting children and families to share something from their culture would support the first two goals of allowing children to exhibit pride in their culture and to become more comfortable around diverse cultures.

Incorporating the Foundations of Culturally Relevant and Anti-Bias Instruction

These activities will incorporate the foundations of culturally relevant and anti-bias instruction outlined by Curenton and Iruka (2013). The first foundation is focused on the science of brain development, which includes a critical period for language between birth and five years of age (Curenton & Iruka, 2013). These activities would take this critical period into account, as the activities would promote the use of language related to culture. The second foundation is evidence-based early education practices, which includes intentional teaching and active participatory learning (Curenton & Iruka, 2013). The use of persona dolls is an example of intentional teaching, as the activity would include clear strategies the children would learn from the discussion. The use of show and tell would allow for active participatory learning, as the children would be able to play a role in creating the learning environment. The third foundation is positive, nurturing relationships with teachers (Curenton & Iruka, 2013). The use of show and tell would allow each child to share information about themselves, as well as their family. Making time for these conversations would allow for the development of connections with each child. Overall, these activities would incorporate all three foundations of culturally relevant and anti-bias instruction.

For help with this section, refer back to your Week 2 Discussions: Foundations of Culturally Relevant and Anti-Bias Education: Supporting Diverse Learners.