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.