Learning to Live Together: An Exploration and Analysis of Managing Cultural Diversity in Centre-Based Early Childhood Development Programmes

Autor/in	Murray, Jaclyn
Titel	Learning to Live Together: An Exploration and Analysis of Managing Cultural Diversity in Centre-Based Early Childhood Development Programmes
Quelle	In: Intercultural Education, 23 (2012) 2, S.89-103 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2012.686019
Schlagwörter	Foreign Countries; Young Children; Early Childhood Education; Child Development; Attitude Change; Social Stratification; Social Change; Social Integration; Child Development Centers; Urban Areas; Participant Observation; Multicultural Education; Focus Groups; Student Attitudes; Interviews; Parent School Relationship; Classroom Environment; Cultural Pluralism; South Africa + Suchen Sie Ihr Suchwort? Ausland; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kindesentwicklung; Attitudinal change; Einstellungsänderung; Soziale Zusammensetzung; Sozialer Wandel; Soziale Integration; Urban area; Stadtregion; Teilnehmende Beobachtung; Multikulturelle Erziehung; Schülerverhalten; Interviewing; Interviewtechnik; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Klassenklima; Unterrichtsklima; Kulturpluralismus; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper explores how early childhood development practitioners running centre-based programmes with children aged 3-6 years address the needs of an increasing number of children from diverse cultural backgrounds in their care. This is important as early childhood is a critical moment in which to create a positive awareness about diversity. A qualitative and interactive research design was employed to identify what values, attitudes, knowledge and strategies practitioners and families believe are important to promote the social integration of children from diverse backgrounds. In-depth interviews and participant observation were used to collect data from 10 practitioners working in two urban settlements in two provinces of South Africa, while focus group interviews were carried out with the families of children attending two of the centres. The findings showed that an intercultural education approach provides the necessary tools to address challenges faced by practitioners including promoting social integration, respect for diversity and multilingualism, and the prevention of racist, xenophobic and discriminatory attitudes and actions. (Contains 16 notes and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10