Essay On Culturally Diverse Child-Rearing Practices

Children are now growing up in a time when the cultural and ethnic structure of our country is quickly changing and in some areas groups of people who were formally considered as the ‘ethnic’ minority make up the majority of the population.

For the Purpose of this study EAL will be used to describe any child with English as an Additional Language. Information from the January 2012 schools census found that over one million children in the United Kingdom now speak another language in addition to English. It also found that there are over three hundred and sixty languages spoken in primary schools. These children can range from beginner speakers of English, such as refugees or asylum seekers, to those who are advanced speakers of English who have grown up at home with both English and another language being spoken (Webster, 2011)

The welfare of the child is paramount and that is why partnership with parents is crucial. Many schools and nurseries also have bi-lingual staff for children who do not speak English fluently so that the parents are fully aware of what is going on in a school at

Many people still debate the benefits of bilingual education. Even if the program were supported, there would be no way to insure that it has successfully achieved its goal. “The problem with this method (bilingual education) is that there is no objective way to measure whether a child has learned enough English to be placed in class where academic instruction is entirely in English. As a result, some children have been kept in native language classes for six years” (Hayakawa 577). Not only is there no way to measure if a student is ready to be out of the program, those students who were stuck in the program for several years infers the feeling of being out-casted. Children complain of systematically being segregated from their English-speaking peers being put in to the bilingual

It is important to respect, understand and include a child’s culture as it helps each child feel a sense of being, becoming and belonging. Knowing about each child’s cultural identity will also help you to promote an equitable environment by building trusting and responsive relationships with children and their families and to demonstrate acceptance of diverse family structures and perspectives (OpenSpace, 3.2.1). For education and care services, understanding and valuing cultural diversity is key to countering racism in our services and community. Including a child’s culture into the centres environment gives the individual child a chance to grow with their culture and to include the other children in it. Showing children an individual child’s

The government is interested in the care and education of children and it realised its potential impact on children. The four nations that form the United Kingdom have slightly different approaches to the planning and delivery of early years education and all the four nations are quite at the beginning of working with their frameworks.

Children learn to act in accordance to their culture due to what their parents teach them and what they learn in school. Different countries have their own way of cooking, driving and most important, teaching. A child who is in a preschool in America, will not experience the same cultural activities as a child in China or Japan. The video Preschool in Three Cultures Revisited demonstrates how preschools in these three countries teach their students in accordance to their culture. This video also shows different Behaviorism and Constructivism aspects for each school.

In a country like America where people all over the world come to obtain a better future for themselves and their children, there is a large diversity in culture and languages. Most immigrant families come to America speaking a different language and have to adapt to the American language, English. However, several people do not learn English or have difficulty learning it. Usually older people struggle to learn English because they do not have time. Though, children may not have a hard time learning the English language because they are often sent to school. Currently children are now expected to learn a new foreign language, but most of the children’s families would like them to continue speaking their native language as well.

Children’s cultural background is one of the most important aspects to developing a child’s sense of identity, and a child having a strong sense of identity is one of the key outcomes to the Early Years Learning Framework (EYLF). By understanding the diversity of all the children within a service, educators often have to adapt their practices to benefit everyone. It is an important part of respecting children’s culture, to consult and maintain contact with the family to ensure you understand any differences their culture may have when it comes to caring for and teaching their child. By incorporating various techniques, foods and activities, educators can attempt to ensure that they are including a child’s culture within the service. When people

Cultural is all around us and builds us as people from what we learn, see and explore. Children are in the same way like this as they grow they learn different things including different cultures which they absorb and develop their own opinions about values. For educators understanding the cultural that we are faced with diverts the need for racism as we share and respect those from other cultures and what they offer to the world / country and areas surrounding them. Children need to be supported in their way of exercising their beliefs and values and we as educators needs to do this is a way so that other children can also support those from different cultures this includes maintain their own languages while also learning English.

Immigrant children are faced with myriad problems stemming from cultural, social, and economic reasons, as well acculturation and adaption. Irrespective of many programs that are currently offered to assist in language development of immigrant children, overall, the majority of immigrant children struggles financially and experience social trauma associated with geographic relocation and cultural sock.

The first and the premier target to spare our imperilling minority dialects and social customs are to urge our relatives to talk their primary languages. So they will then go on to their youngsters the

It is unsurprisingly, that disseminating a culturally adopted parenting program comes with inevitable challenges. To ensure effectiveness of intervention: recruitment, adherence, and outcomes of programs are factors that should be considered. To obtain that success, program providers should carefully be attention to culture of adapted society. Cultural adapting to health promoting program, according to (Wang et al., 2012), not only deal with adjusting language aspects of program but also culturally modifying both external features such as social and behavioral characteristic and deep structures; individualism and collectivism (Wang et al., 2012).

Four months ago, when I walked up the Memorial Steps and entered my first Childhood Across Cultures class, I was absolutely unaware of how much this class would change my perspective of the world and its cultures. I came to Tufts University with the intention of submerging myself in new knowledge and relationships, and growing as a person. As cliché as it may sound, I hoped to “find myself,” and believed that Tufts would serve as an ideal environment to so. What I did not know, however, was that in order to better know and understand myself, I had to open my mind to those around me.

Child development is complex because it is influenced by a wide range of factors such as culture. A child’s culture begins to influence them long before they are born. Parents from around the world hold different beliefs and raise their children in unique ways. Cultural norms can greatly affect which values parents consider important and how they share those values with children (Christensen, 2013). The timing of the development of certain skills and characteristics in children, depends on the importance the culture places on them (Buechner, 2015). For example, a good deal of value is placed on academics in many Eastern cultures, and so children spend many hours each day on math and science activities from the time they are very young. But, in the United States children are given a great deal more freedom to express themselves and experiment with things, because we as a society place value on creativity and innovation (O’Sullivan, 2016). In the U.S., the nuclear family is considered the ideal structure for raising children, but in countries like Japan and India, extended family and community members take a much larger role in child care and parenting (Christensen, 2013). Because each child is unique, caregivers need to form partnerships with families in order to meet the developmental and educational needs of their students. According to Copple and Bredekamp (2009) by understanding a child’s culture, early childhood professionals can “make classroom decisions that are