LAI 511 

  Diversity In Early Childhood Education

 

Instructor:    James L. Hoot, Ph.D.

          Learning and Instruction

          525 Baldy Hall

          Buffalo, NY 14260              

          Phone: 716‑645‑2453                                                                                    

          Fax: 716-645-3161

          E-mail: jhoot@acsu.buffalo.edu                                                                       

          Home Page: www.acsu.buffalo.edu/~jhoot/                                   

 

Note:   If you have a disability (physical, learning or psychological) which may make it difficult for you to carry out the course work as outlined, and/or, requires accommodations such as recruiting note takers, readers, or extended time on exams and assignments, please contact the Office of Disability Services, 25 Capen Hall, 645-2608.  ODS will provide you with information and review appropriate arrangements for reasonable accommodations.

 

OVERVIEW: The primary purpose of this course is to explore problems/issue regarding multicultural/multilingual early childhood education. These issues will be dealt with in such a way that, as teachers, those taking this class will be able to better support in children: (1) a knowledgeable, confident self-identity (2) a comfortable, empathetic interaction with people from diverse backgrounds (3) a critical attitude toward bias and (4) a propensity to stand up for her/himself and for others in the face of bias.  It will also assist teachers in developing better coalitions with families of diverse students.

 

TENTATIVE TOPIC TO BE EXPLORED

 

Introduction:  Racism, Cultural Pluralism, Diversity, Stereotypes

 

Children's Responses to Differences: (racial, gender, cultural, socioeconomic

 

Language Issues

 

Culture in the Multicultural Setting

 

Working with Families of Diverse Children

 

Diversity and DAP:     An Anti-biased Curriculum

 

REQUIREMENTS:

 

1.         An 8-10 page research paper.  Choose an early childhood classroom setting.  Observe the classroom, interview teacher(s), children, parents, others regarding the status diversity in the classroom.  The ADiversity in the Classroom: A Checklist@ by Karen Matsumoto-Grah in Common Bonds (p.105) may be helpful. See also Chapter 3, ACriteria for Learning Materials and Activities@ by Jan Brown McCracken in Valuing Diversity: The Primary Years (NAEYC, 1993).  Conclude with specific recommendations for improvement.

 

2.         Favorite Children=s Book: Share your Afavorite@ multi-cultural children=s book with the class.  In addition to your verbal reaction to the book, submit to the class and instructor a one-page description which includes: your name, bibliographic information, short annotation, and your written evaluation of this volume (2 page maximum).

 

3.         Participation in the intellectual life of this class is essential and will be reflected in your final grade.  Such thoughtful participation requires evidence of extensive reading from sources suggested as well as from those you select.

 

4.         Midterm and Final Exam

 

5.         Media File: Each student will keep a media file regarding multicultural issues and present that information to our class as time permits.  Submit your file at the last class.   File will include related videos, newspaper, magazine, journal articles, etc.

 

6.         Journal: Keep a journal, look for prejudices you see demonstrated in your environment (school, home, etc.).  In addition,  keep record of insights and growth you have experienced while exploring topics this semester.  Share a 5-8 page, typed , double-spaced summary highlights of your thoughts with the instructor.  In addition, share your insights verbally with the group.

 

7.         Culture exploration teams.  Work with a group to explore one of the following cultural groups teachers in this area are likely to encounter in their classrooms:

 

African

Latino

Asian

Native American

Russian/former Soviet Republics

Arabic

 

The purpose of these sessions is to explore with colleagues in-depth insights into the culture being explored with as many implications for teachers as possible.  Sessions might include, for example:

 

Brief history of the people

Cultural values and moresBespecially those that might be different from mainstream culture.

Views toward men, women, children

Views toward education

Perceptions of USA (schools, values, etc.). Strongly encourage honesty.

Note: Both living (e.g. panels of parents/leaders in the culture) and non-living props for this session are encouraged.  Be creative.

 

REQUIRED READING:

 

Extensive reading in the literature from ECE sources such as Childhood Education, Young Children, Journal of Research in Childhood Education, Early Childhood Research Quarterly and ERIC) is mandatory for this course.  Your evaluation for participation in the intellectual life of the group will be reflected, in part, by evidence of such readings.   In addition, the following books are required:

 

REQUIRED READING:

Extensive reading in the literature from ECE sources such as Childhood Education, Young Children, Journal of Research in Childhood Education, Early Childhood Research Quarterly and ERIC) is mandatory for this course. Your evaluation for participation in the intellectual life of the group will be reflected, in part, by evidence of such readings. In addition, the following books are recommended:

*Byrnes, D.A and Gary Kiger (Eds.). (1995) COMMON BONDS: Anti-Bias Teaching in a Diverse Society. Washington, DC: ACEI.

*Derman-Sparks, Louise. (1989) Anti-Bias Curriculum Tools for Empowering Young Children. Washington, DC: NAEYC (800-424-2460).

McCracken, Janet B. (1993).Valuing Diversity: The Primary Years. Washington, DC: NAEYC, 1993.

*NAEYC Position Statement: (1996) Responding to Linguistic and Cultural Diversity--Recommendations for Effective Early Childhood Education. Washington, DC.: NAEYC.

Neugebauer, Bonnie (Ed.) (1992) ALIKE AND DIFFERENT: Exploring our Humanity with Young Children. Washington, DC: NAEYC.