Start with Us! Culturally Relevant Pedagogy in the Preschool Classroom
Start with Us! Culturally Relevant Pedagogy in the Preschool Classroom
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从我们开始！
DOI：
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发表时间：
2015
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影响因子：
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通讯作者：
Kimberly A. Blitch
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文献类型：
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作者：
T. Durden;Elsita Escalante;Kimberly A. Blitch
使用民族志案例研究的方法，我们研究了教师和家长在一个种族多元化的幼儿计划概念化和实施文化相关的教学法，以及这些主要的照顾者是如何鼓励儿童的社会文化发展和意识。数据来源包括问卷调查，访谈记录，和观察现场笔记（教室和社区）。研究结果表明，有多种策略和资源教师用于促进幼儿的社会文化成长的文化相关的做法。然而，我们发现有中介因素影响教师如何以及是否能够在幼儿课堂上实施文化相关的教学法。
Using an ethnographic case study approach, we examined how teachers and parents within an ethnically diverse early childhood program conceptualized and implemented culturally relevant pedagogy and how these primary caregivers were encouraging children’s socio-cultural development and awareness. Data sources included questionnaires, interview transcripts, and observational field notes (classroom and community). Findings suggest there were multiple strategies and resources teachers used to facilitate the socio-cultural growth of young children indicative of culturally relevant practices. However, we discovered there were mediating factors that impacted how and whether teachers were able to implement culturally relevant pedagogy in the early childhood classroom.