Revisiting Culturally Responsive Teaching Practices for Early Childhood Preservice Teachers

Autor/inn/en	Gunn, Annmarie Alberton; Bennett, Susan V.; Alley, Kathleen M.; Barrera, Estanislado S., IV; Cantrell, Susan Chambers; Moore, Lasonya; Welsh, James L.
Titel	Revisiting Culturally Responsive Teaching Practices for Early Childhood Preservice Teachers
Quelle	In: Journal of Early Childhood Teacher Education, 42 (2021) 3, S.265-280 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alley, Kathleen M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2020.1735586
Schlagwörter	Culturally Relevant Education; Student Diversity; Early Childhood Education; Early Childhood Teachers; Teacher Education Programs; Teacher Educators; Caring; Family Involvement; Critical Literacy; Social Justice; Oral Reading; Vocabulary Development; English Language Learners; Educational Technology; Technology Uses in Education; Classroom Techniques + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Teacher education; Lehrerausbildung; Lehrerbildung; Care; Pflege; Sorge; Betreuung; Kritisches Lesen; Soziale Gerechtigkeit; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Wortschatzarbeit; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Klassenführung
Abstract	The US Census states that Americans under the age of five are a majority- minority with 50.2% of this population from minority backgrounds. As our country continues to grow as a rich, diverse multicultural nation, it is imperative that early childhood teacher educators prepare future teachers to embrace this diversity and provide experiences that affirm all students, families and communities. In our past work, we (teacher educators) synthesized the current research into five frameworks that we believe embody the foundation of culturally responsive teaching (CRT) in an early childhood setting. In this article, we review the previous frames and continue this work with additional frameworks that are imperative for developing a culturally responsive early childhood educators and their future classrooms. We situate each framework within the larger context of research, and then we move beyond discussing CRT practices by offering ideas on how culturally responsive classrooms look and how to implement this pedagogy in an early childhood setting with authentic classroom practices. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01