It is the duty of every adult to help children feel the sense of belonging as they grow up. This can either be in a family, their culture, and the community they live in or in the early years setting. However, the setting seems to be the first group that every child joins outside of his/her family and its friendship network. Therefore, it is important for us practitioners to make families welcome to the setting in order for them to feel the sense of belonging. As children need to be confident in talking, reading and writing in their home language, it is important for us practitioners to support and help them develop fluency and literacy in English as well as value their language and ensure that we make efforts for them to develop a balanced bilingualism. Value cultural diversity and respect difference In the UK and other counties around the world people live in a diverse and multicultural society. Therefore, it is important to appreciate, respect and understand different cultural values and religious ideas for each and every individual and that early years setting should reflect on the multicultural and multilingual approaches. In our setting we have home and others areas in the environment that have some objects which are familiar to the children and help to link with their homes and culture known as artefacts. Using everyday activities to explore different cultures Introducing children to different cultures such as preparing and cooking food, as part of
From it all, we learn that the relationship between success and happiness are tied to community, opportunity & practice, and communication. A sense of belonging is an important human necessity
In his article, Dan Carsen discusses the challenges with bilingual education in the Southern United States. Although he recognizes the obstacles present in this system, Carsen does argue for bilingual education. By appealing to ethos, pathos, and logos, Carsen properly describes the difficulties and importance in implementing bilingual education in the South. Carsen successfully appeals to ethos by conducting several personal interviews to capture real-world experiences. The first interview mentioned in the article is with Angelina Baltazar, a bilingual student at Tarrant High School.
Some strategies that can be used to enrich children’s understanding and respect for cultural identities within the services community may include: - • providing activities and opportunities that engage other cultures These activities could be a culture celebration for a day or week such as Chinese New Year, St Patrick’s Day, Christmas etc., where the children could come dressed up as something that represents that particular culture i.e. dragon, leppricon, Noah etc. and play games that originated from that culture, do drawings of things found in that culture or read books at story time that give information and embraces the culture. • engaging parents and families to discuss cultural practices.
Its important to promote a sense of belonging in the setting as when children grow up, they need to feel that they belong to the group, whether that group is their family, their culture, the community they live
Introduction An introduction to the handbook includes: data about the district, a rationale that explains why we are engaged in the work of cultural proficiency, and a theory of action that will guide the rest of the rationale by using the growth mindset model. II. The Components of Cultural Proficiency A description of the framework of Cultural Proficiency as adapted by DMPS is divided into four parts: The Guiding Principles, The Continuum, The Barriers, and The Essential Elements. Included in each description of the components are practical examples that help with understanding the concept, as well as considerations to how cultural proficiency ties into our other main district initiatives.
Educators need to develop and enact cultural competency to work effectively with children, families and staff who may have diverse experiences, values an beliefs. We should interact with respect, be constructive and have a positive attitude towards others. We as educators should think critically about ways to interact with children, families, staff and community to enhance relationships and exchange information and limit and decrease stereotypes. The EYLF and NQS both includes outcomes and principles that embrace cultural competency. It includes making sure children have a strong sense of identity, knowing their culture and belonging to group in culture and community.
o Everybody has the right to feel safe all the time, this includes families, children and staff o Children and families experience varying family contexts and situations and this should be acknowledge, understood and celebrated when appropriate - At this centre we respect everybody’s culture, experiences and their identity - Every person (children, families and educators) is treated with
-This is because culture is an important part of a child’s identity therefore enabling children to feel a healthy sense of who they are in relation to their culture. If you have understanding and respect for their culture you can help promote their beliefs and attitudes towards themselves in accepting their own culture as ok, respecting their culture and experiencing it as making a positive contribution to our community (Department of Education, Employment and Workplace Relations, 2010, p. 21). -it will assist in building strong partnerships with families based on trust where they feel they belong and contribute to the early childhood community and beyond too- this will empower them in their parenting and help them feel at ease with the type
Dress, racial culture ethnic identity region and faith. A practitioner should be a positive role model by providing non stereotyping issues for children in role play and ensuring that children are having a positive experience in the setting by encouraging boys as well as girls in the role play. Practitioners ensure to provide an anti-discrimination practice for all children and families respect and value their diversity to ensure each family have access to equal opportunities of activities and resources in the setting. Celebrate festivals from different diverse to develop similarities between individuals e.g. celebrate Black History Month, ‘Eid, Christmas, Easter, Diwali etc. Provide books that reflect verity of cultures which is an important part in children’s language development hand’s surprise, goldilocks etc.
I think it is a little of both. Being culturally competent is a process that is lifelong as well as the knowledge you gain by being in the field. Researching and gaining knowledge of the different cultures is something that I consider mandatory. Realistically, there is no way to be 100% multicultural competent because there are so many different cultures around us. This is why studying and learning about different cultures is an ongoing process because there is no end to what we can learn.
Cultural competency is found within different settings however, the setting which will be discussed in this paper will apply to a school setting. A school setting is where social workers “enhance the social and emotional growth and academic outcomes of all students” (SSWAA, n.d.). Furthermore, social workers not only work with students but also, work with parents, school administration, food department, special needs department, and school health services (nursing department). In conclusion, in this paper the culturally competent social work practice of working with the Latino community will be further discussed and analyzed.
Language is something that separates humans from animals. The ability to teach language, to use language for entertainment or deception, and to learn more than one language are qualities unique to humans. Consequently, there is great emphasis placed on speaking languages well. There are many benefits to speaking more than one language that span across several aspects of life, such as increased mental flexibility, better memory, better selective attention skills, more job opportunities, and increased empathy. Yet, the teaching of foreign languages in the American education system leaves American adults lagging behind their European counterparts when it comes to language proficiency due to the fact that America does not typically begin language
As Educators respecting a child’s culture is very important to us, firstly it is a way to build a child’s sense of belonging. When culture is valued child will feel more secure and develop sense of belonging to the centre and the community. It’s very essential to gain a child’s trust and show understanding and respect for his/ her cultural background because that is where they come from and it’s not going to change.
A true sense of belonging can be found in different circumstances for different people, due to the tortuous and intellectual nature of the concept of belonging. An individual finds their true place in the world and an authentic sense of belonging in various ways due to personal values, needs and desires. Generally, the strongest sense of belonging for an individual is through relationships, and through the vast concept of nature is what fulfils an individuals needs of social interaction and enhance others involved. In contrast, a result in a negative outcome of isolation and disaffection can be determined by the infirm conventional model of this kind of experience/belonging. To avoid these relationships, these individuals may attain the same
As a teacher, it is my responsibility to share information on the development of the child and have a clear and constant flow of dialogue with the family. This will enable both parties to deal with any issues that may arise within the family, school or community. It also my belief that parents should have an active part in their child’s learning and be able to lend a hand whenever necessary, and having open communication with them will allow this transparency and connection between home and school. The community is vital in ensuring that the facilities around the community and school is appropriate for the different children and families to live in and grow. A very good example of this successful collaboration is the Reggio Emilia approach in Italy.