Review the unit readings and resources, including the NAEYC Code of Ethical Conduct sections I-1.8 and I-1.10 to learn about our responsibility as educators to teach children the importance of respecting and valuing differences in others. Children are naturally curious to learn about people who look or act differently than they do. Therefore, the early childhood classroom is an ideal place to teach them to understand and care about others so they can become responsible global citizens.
In this video, two teachers balance multiple ethnicities in their classroom. Pay attention to how they work to make all students feel comfortable and at home in the classroom, including students who do not speak English.
Describe the creative strategies and activities the teachers in the video used to make all students feel comfortable in the classroom. What strategies do they use to include students who have low English language proficiency? In your opinion, are the strategies effective in creating an environment that supports the needs of all learners and build critical? Why or why not?
Albert Einstein is famously observed that “the only serious method of education is to be an example” and for adding “if you can’t help it, be a warning example”. Reflecting on the first part of his statement, describe how teachers’ own attitudes and values can be reflected in the classroom. Share an example where you have observed or experienced negative attitudes or lower expectations for some people based on factors such as ethnicity, gender, or culture. What was the impact on those involved, and what are the lessons of this “warning example”?
With your peers, discuss strategies (other than the ones used by the teachers in the video) to teach a class with many different cultures represented. How would you apply these strategies using creative activities? How does the teacher’s attitude positively or negatively impact the environment in which these activities take place?
NAEYC Code of Ethical Conduct sections:
I-1.8—To support the right of each child to play and learn in an inclusive environment that meets the needs of children with and without disabilities. I-1.9—To advocate for and ensure that all children, including those with special needs, have access to the support services needed to be successful. I-1.10—To ensure that each child’s culture, language, ethnicity, and family structure are recognized and valued in the program.