The Importance Of Identity In Early Childhood Education

Early childhood is a time of curiosity, a time for play, and a time of rapid development. Every child is unique and deserving of an early childhood education that facilitates academic, social, and developmental growth through a variety of enjoyable experiences. Differentiated instruction adapts content, products and processes to meet the diverse learning needs and preferences of students (Thousand, Villa, & Nevin, 2007). Friedrich Froebel, the creator of Kindergarten, believed that children grow and learn as they play (Bruno, 2009). Play-based instruction not only enables young learners to have fun, but it also encourages interactive and cooperative learning, passion for discovery, and a foundation for later learning experiences

Health promotion is very important to early childhood education to improve the well-being of children and parents’ health and behaviours. “It is important for early childhood educators to recognized their essential role as health promotors” (Pimento & Kernested 2015, P. 4). There are 12 social determinants in daily life for childhood programs, however I have identified that social support networks are most important determinants of health. Likewise, educators and families are both mutually directly and indirectly supporting children to improve their healthy development and education (Pimento & Kernested, 2015, P.34). In early childhood, educators have very important role in daycare which is communication. That means, that we need to communicate with family (parent, grandparent), children and coworkers to share the daily basic tasks and any other ideas or information for improving environments and supports. It is especially important that we support mothers who have very limited knowledge about their first-born baby, such as lack of information about breastfeeding, sleeping routine, formula ratios, nutrition, healthy eating habits, or any parental skills. Not only that, we can also help parents to get benefits and support from the government such as financial support, subsidized daycare, and community information resources on healthy nutrition food.

Critically examine the key ideas associated with early years education in Reggio Emilia. What might be learned from such practices?

In the day care there are different children of ethnic backgrounds, early childhood educators should honestly be aware that A. Driscoll|N.G. Nagel states ‘the connection between the child’s success at something and of their racial and ethnic self-esteem. A child’s identity is going to emerge into concept especially when they stress which become ambiguous ethnicity or the conflicts about how their dual ethnic identity is in their life” (http://www.education.com/reference/article/interracial-marriages-biracial-children/) (July 20, 2010) A classroom is a place filled with diversity and it where children of all different ethnic backgrounds come together to learn different things to get ready for life. In a classroom it’s like a large melting

While having lived across Canada, from small remote towns to major cities twice I have experienced diversity from an early age. Not just to different ethnicities but to minorities in those different ethnic groups, to different educational and cultural backgrounds, to people below the poverty line and well above it, to single parents and broken families, to different social standings, religious and sexual orientations.

I was a bit surprised about the cultural diversity in my school, I was also nervous because I’ve never gone to a school with so many people who came from different countries and have their own culture. As an English language learner, I actually felt more comfortable when I stay with my Asian friends. I also met many Chinese Canadians and we called them as the “cbc”. “Cbc” refers to Canadian Born Chinese. Honestly, I would always appreciate the good impressions of Chinese Canadians if they didn't shout the word “fob” at my face.

As a part of the Belonging, Being and Becoming practice Educators know that a child’s self-growth stems from the sense of identity, acceptance and personal development. It is important as an educator that children feel like they belong, and hence their cultural differences need to be appreciated and accepted within their care and education

On July 5th, 1999, I was born in Grand Falls-Windsor, Newfoundland, Canada. I resided in the quaint town of Lewisporte for the first two years of my life. One thing about Newfoundland is that it is slow-paced. The environment is very free and vast, yet everybody knows everyone and the cultural values are innocent and simple. Suddenly, this comfortable environment that my parents and I were accustomed to was taken from underneath us when my dad’s job sent us to Houston, Texas. One might think that the differences between Canada and the United States are not that drastic, but they are considerably diverse. I moved from a town of 3,500 people to a city of 3.5 million, and that was one of the biggest culture shocks my family has experienced.

Australian early childhood setting is composed of diverse people and diversity is growing everyday. Diversity means not only referring to people’s race and culture but it also denotes languages, practices, religions, values, abilities, gender and any aspects that makes people diverse from other people (Saffigna, Franklin, Church & Tayler, n.d.) It is vital for the early educators to be culturally aware and competent, as it will help children and families to have a positive start to school and it will help children to develop a strong sense of identity. Valuing diversity in curriculum is to respect and reflect individual’s practice, culture and beliefs (Department of Education, Employment and Workplace Relation (DEEWR), 2009). However, culturally

The center I have worked at for 20 years is accredited by the National Association for the Education of Young Children (NAEYC). I have learned what NAEYC stands for and what we need to do, as early childhood educators to give the children the best possible care and early education. We follow NAEYC’s standards on diversity, culture and developmentally appropriate practices in many ways at the center I currently work in. By working with parents, communication, trying to use the child’s home languages, having an open-door policy, and volunteers are just a few ways my center uses DAP and show cultural diversity.

Cultural diversity can be a valuable strength in an early childhood classroom. When approached correctly, it can assist children’s learning and social-emotional development. However, when it is dealt with negatively and with prejudice, it can have damaging effects on both the person giving and the person receiving the prejudice. This behaviour can affect a person’s identity and self-esteem in turn restricting their academic success (Buchori & Dobinson, 2015, p. 71; Ewing, 2013, p. 73; Siraj-Blatchford & Clarke, 2004, p. 24). Educators need to be aware of other issues that families from diverse cultures may be affected by. Families like Abedi’s who have immigrated to Australia from a largely non-English speaking country will find that their

Canada is known to be a mosaic of diverse cultures and ethnic backgrounds. In Canada’s relatively short lifetime, it has not instigated any wars; in combination with our peace-keeping approach to most discourse, this has gained the country the reputation of being a more “friendly” nation. The general amiability of Canadians is revered worldwide and our democratic society draws immigrants from around the globe to build lives here. With the amount of diversity we possess, it is necessary to broaden the scope of our teaching methods in order to meet the needs of a wider range of students. While it is imperative that we cater to the needs of more than one demographic, a lack of multiculturalism still pervades our schools and cascades outward to the population as a whole. The effects of racism have permeated modern culture to the point where it is seen on a regular basis; it is in the music we listen to and the television shows we watch. In order to remediate some of our societal flaws, change must begin in the educational system.

I recognize the two stories above have a connection to early childhood practices and culturally responsive curriculum. Classroom educators must recognize that they are cultural beings and they each come with their own identities, perspectives, ideas that can influence their praxis. The ideas and perspective we hold can influence what we believe students can accomplish. If educators cannot see students from diverse or different identities then themselves completing goals and/or assignments then educators fall into the trap of deficit perspectives.

In questioning second grade and fourth grade students in New York City, the researchers suggest that middle childhood is the period for ethnic identity development. Researchers selected racially diverse students which consisted of Black, Chinese, Dominican, Russian and White students. They were asked a series of questions on what it means to be their ethnicity and correlating factors that can play a role due to their ethnicity.

As a human being in a culturally diverse society how do we fathom the idea of being children turning into prospering adults? What are the cultural values we learn to become acceptable in our perspective communities? The main idea of how one overcomes cultural differences and steps into a productive society is how we examine culture across culture.