Cultural Diversity and Early Education Report of a Workshop (1994) / Chapter Skim
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2 Cultural Diversity at Home
2 Cultural Diversity at Home
Pages 10-16
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From page 10... ...
Some of these experiences may be explicitly focused on encouraging learning, such as reading books to children or instructing them to count. More common are activities that provide implicit, unintentional support for various types of learning in the context of shared everyday activities, such as measuring ingredients when baking cookies or counting change at the grocery store.
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From page 11... ...
These parents, it was noted, do not appear to perceive that their children's attempts to scribble or talk as they leaf through books have significance for literacy development and so do not elaborate on these occurrences as a teaching opportunity. Claude Goldenberg described a home literacy intervention with lowincome families from Mexico and Central America, in which he and his colleagues introduced simple but meaningful books (libritos)
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From page 12... ...
Knowing that parents have theories of learning that are not necessarily consistent with the prevailing research knowledge about prereading or premath development or with the theories held by their children's teachers raises the question of what to do: Should parents be trained in the knowledge base that presently guides early educational practice? Should schools adopt educational practices that accommodate parents' understandings?
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From page 13... ...
It is during these conversations that children hear varied vocabulary, are encouraged to answer questions and to speculate about past and future events, and to practice their narrative skills. Children who experienced a higher proportion of this variety of mealtime talk at 4 years of age showed more advanced language development at age 5 than did children whose mealtime conversations were more linguistically limited (Dickinson and Beats, 1994~.
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From page 14... ...
Parents who have acquired high levels of education and have thus had ample exposure to the values, expectations, and activities of the school culture are generally better equipped to prepare their own children for school. Indeed, an extensive literature that encompasses African American, Mexican American, and Anglo families has revealed that parents who vary in their educational levels also vary in the extent to which they engage in precisely those experiences that are most closely associated with children's early and sustained literacy growth (shall, 1983; Feagans and Farran, 1982; Heath, 1983; Laosa, 1978, 1980~.
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From page 15... ...
Questioning behavior appears to be heavily imbued with cultural meaning. Patricia Greenfield discussed her work comparing the amount and meaning of questioning behavior by Japanese and U.S.
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From page 16... ...
One of the challenges that this poses to early childhood educators, in particular, involves striking a balance between demonstrating respect for cultural differences and preparing children to participate successfully in formal school settings (Prince and Lawrence, 1993~. A starting point for addressing this dilemma involves understanding how children's cultural backgrounds affect the skills, knowledge, and expectations that they bring to school.
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