Start with Us! Culturally Relevant Pedagogy in the Preschool Classroom

Autor/inn/en	Durden, Tonia R.; Escalante, Elsita; Blitch, Kimberly
Titel	Start with Us! Culturally Relevant Pedagogy in the Preschool Classroom
Quelle	In: Early Childhood Education Journal, 43 (2015) 3, S.223-232 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-014-0651-8
Schlagwörter	Ethnography; Culturally Relevant Education; Preschool Teachers; Early Childhood Education; Parent Attitudes; Teacher Attitudes; Social Development; Cultural Awareness; Questionnaires; Interviews; Observation; Student Development; Young Children; Student Diversity + Suchen Sie Ihr Suchwort? Ethnografie; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elternverhalten; Lehrerverhalten; Soziale Entwicklung; Cultural identity; Kulturelle Identität; Fragebogen; Interviewing; Interviewtechnik; Beobachtung; Frühe Kindheit
Abstract	Using an ethnographic case study approach, we examined how teachers and parents within an ethnically diverse early childhood program conceptualized and implemented culturally relevant pedagogy and how these primary caregivers were encouraging children's socio-cultural development and awareness. Data sources included questionnaires, interview transcripts, and observational field notes (classroom and community). Findings suggest there were multiple strategies and resources teachers used to facilitate the socio-cultural growth of young children indicative of culturally relevant practices. However, we discovered there were mediating factors that impacted how and whether teachers were able to implement culturally relevant pedagogy in the early childhood classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01