Becoming a Culturally Responsive Early Childhood Educator: A Tool to Support Reflection by Teachers Embarking on the Anti-Bias Journey
Becoming a Culturally Responsive Early Childhood Educator: A Tool to Support Reflection by Teachers Embarking on the Anti-Bias Journey
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成为一名文化敏感的幼儿教育者：支持踏上反偏见之旅的教师反思的工具
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
H. Fraser
中科院分区：
文献类型：
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作者：
Dora Chen;John Nimmo;H. Fraser
当孩子们在很小的时候就开始构建对人类差异和相似性的理解时，幼儿教师面临着在文化上对孩子和家庭的多样性做出反应的挑战。基于我们对文献和其他现有工具的回顾，本文讨论了思考这项工作的框架，并为教师重新审视他们的实践提出了关键要素。本文描述了一种反思工具，旨在激发人们对文化响应式教学的态度、假设和知识基础的思考。
As children begin to construct an understanding of human differences and similarities during their earliest years, early childhood teachers are challenged to be culturally responsive to the diversity of the children and families. Based on our review of the literature and other existing tools, this article discusses a framework for thinking about this work and proposes critical elements for teachers to re-examine their practice. The article describes a reflective tool structured to provoke thinking about attitudes, assumptions, and knowledge base regarding culturally responsive teaching.