Welcoming Families From Around the World

Welcoming  Families  From  Around the World

Josephine Diete-Spiff

Walden University

Celebrate diversity, practice acceptance and may we all choose peaceful options to conflict.- 

Donzella Michele Malon

Chosen Country and Location

Per One World Nations Online (2020), Switzerland is a federal state in Central Europe. It has Germany, by the north, Austria, the Principality of Liechtenstein, to the east, Italy, to the south and France, to the west. The official names of Switzerland are Schweizerische Eidgenossenschaft (German), Confederation Suisse (French), and Confederazione Svizzera (Italian). The short form of Switzerland is Suisse, Schweiz, Svizzera. The international long-form is Swiss Confederation, and the short form is Switzerland. Switzerland's nationalities are Swiss. Switzerland has a population of 8.3 million in 2015. Official languages spoken in Switzerland are German, Italian, French, and Romansch.

Culturally Responsive Teaching

Culture is fundamental to acquiring knowledge. Culture is unconscious but thrives in communication, information gathering that identifies the rational progression of persons and groups (Gonzalez-Mena, 2008). Children's access to education requires training that recognizes and produces a reaction that makes cultures equitable to all. Therefore, culturally responsive teaching is training that acknowledges the essence of imputing children's cultural preferences in the learning process (Herrera, 2016; Ladson-Billings, (1994). 

 

5 Ways of Culturally Responsive Teaching and Learning

Positive Assessment 

Having a new child from Switzerland is tough since I have never been there and knows nothing about the Swiss people and their culture. Notably, English is not a major language in Switzerland, and my method of communication is English. Therefore, I will firstly, welcome the new child by having a dialogue with the parents or family members to learn about them (Nieto, 1996). I will use several methods of communication until the child settles down and begin to understand and learn. Methods like unofficial chat, phone calls, home visits through our news bulletins, among others (Laureate Education (Producer)., 2013; Nieto, 1996). 

As the child's teacher, I will partner with the family of the child, to encourage their interest concerning their child's education. I will equally partner with the parents to ascertain their plans, desires, expectations, needs, and suggestions for any assistance for the child (Freeman, Decker, & Decker, 2012). Similarly, I will help the parents understand how to become partners in their child's education by inviting them to attend school functions (DEC/NAEYC, 2009). Additionally, participate in class activities, and encourage them to communicate their interest in their child's learning abilities and share our interactive diary (Gonzalez-Mena, 2008; Nieto, 1996). 

To this end, I will need to evaluate and review what the family aspiration from the school community is, build a parent-educator connection for the wellbeing of the child. Keep parents informed of the school activities. I will obtain cross-cultural skills for effective communication with children, family, and I will research the cultural disposition of the family (Hyland, 2010; Laureate Education (Producer)., 2013). 

Teach Within the Framework of Culture

The phenomenon of diversity in schools is ongoing and fast becoming global that educators must develop profound methods of understanding culture to cater to diverse nations (Hyland, 2010). To this end, I will have to explore available learning opportunities, to access the knowledge of the culture of the people of Switzerland (Ladson-Billings, 1994). Then, present and adapt the knowledge gained for my lessons in class to replicate and communicate through the children accustomed to means of learning (Boutte, 2008). These methods will become necessary to safeguard the cognitive development of the child (Laureate Education (Producer)., 2013). 

Further techniques to explore will include various teaching strategies, such as mutual learning, role-playing, teach issues that pertain to the child society and culture, teach differences in diversity, bias tendencies, link cultural distinctions to realize applicable communication (Derman-Sparks & Edwards, 2010).

Give Culturally Resolved Instructions

The continuing diverse cultural activities happening in the class environment should generate awareness of traditional records, ethics, and support (Gay, 2010). Various means of consciousness, understanding, and meaningful information are culturally resolved instructions that educators can imbibe and explore to permit multicultural knowledge inclusion, applicable to children and their activities to strive (DEC/NAEYC, 2009). I will adopt corresponding children's culture to foster learning between children, their mates, and me (Boutte, 2008). I can achieve the corresponding children's cultural practice by researching children's understanding, learning, and training styles (Hyland, 2010). 
I can interact with educators from the cultural locality of the child and train to have effective communication and teaching style. Then, I will enable the use of the children's first language to improve their learning process (Cook, 2001). Equally research children learning preferences, liaise with family to know children learning techniques (DEC/NAEYC, 2009). I will make the learning atmosphere conducive and comfortable for learning, and use methods accustomed to the children. 

Restructure the Curriculum. Schools should restructure the curriculum to fit the culture of the children. In the process of restructuring, retain, test, track, and practice policies to build a positive atmosphere for the children (Hyland, 2010; Vandenbroeck, 2018). Therefore, I will redesign the curriculum to incorporate intercultural, expressive, and comprehensive children-oriented curriculum to support positive child growth (Hyland, 2010). For instance, I will use resources from the child locality, still provide contrasting information to build up the class diversity nature. I will encourage families to contribute to curriculum creation (DEC/NAEYC, 2009). I will permit the child to work with groups or work alone according to the child's preferences (Laureate Education (Producer)., 2011). I will enable the inclusion of diverse learning approaches in the curriculum (Vandenbroeck, 2018).  

Educators as Enablers. A caring educator will make a difference in the learning outcome of a child that is threatened by a strange educational environment. -- Maria Wilson-Portuondo.

As an educator, I will improve the learning atmosphere in the class to accommodate and reflect the children's cultural, societal, and verbal expressions (Tseng & Hsu, 2018). I will be the mediator between the school and the family, encourage, guide, protect, instruct, and advocate for the child where necessary (Rudolph & Epstein, 2000). I will assist in linking the child country knowledge to that practiced in the learning environment for the benefit of the child by getting the child to learn the lingua franca of the class. I will encourage the child and family to share relics from their country in class, relate their home traditions, write if possible, or show pictures of their cultural dispositions (Tseng & Hsu, 2018). I will use different resources from the child home cultures in class and invite the family into the classroom to support the teaching (DEC/NAEYC, 2009; Rudolph & Epstein, 2000; U.S. Department of Health and Human Services, 2008).

Benefits to Educator and Family. With a continuous relationship with parents, I, as an educator, can accomplish faster development with the child and gain knowledge of the child's background, skills, and the best way to teach the child (Tseng & Hsu, 2018). My method of allowing the family and children to learn in various styles and contribute from their cultural understandings can enable the child to become an active learner and enjoy fast growth. This participatory method of teaching can reduce the frustration associated with being in a new environment, strange language, and different people. Equally, other children in the class will corporate easily without discrimination or stereotyping the new child (Derman-Sparks & Edwards, 2010; Hyland, 2010) The integration of diverse cultures in the curriculum will enable the achievement of a new knowledge area among the children (Laureate Education (Producer)., 2011).

Relatedly, the use of children's familiar culture, experiences, and family participation will enhance significant links between the actual home situation and the school (Ladson-Billings, 1995). The parents, on the other hand, will have a happy and more relaxed child ready to learn. Likewise, the methods of teaching will enable parents to feel appreciated and knowledgeable (Gay, 2010). The parents will also feel confident to assist the child at home, having participated in class. It will be a learning process for the educator, child, and parent.

Conclusion

It is only a committed educator that will achieve the above preparation for the interest of the child and family. Therefore, educators wanting to succeed in their profession and to nurture children of substance with positivity toward diversity must prepare at all times to meet with children and parents from different cultures. Knowledge is power, and there is no loss on the side of the educator who learns a second language or culture to support the teaching and growth of the child. Thus, I will, at all times, prepare and acquire the necessary knowledge to assist the children under my care for better development and relationship as they grow into adulthood.

References

Boutte, G. (2008). Beyond the illusion of diversity: How early childhood teachers can promote social justice. Social Studies. 165-173. doi: 10.3200/TSSS.99.4

Cook, V. (2001). Using the first language in the classroom. Canadian modern language review, 57(3), 402-423.

DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Retrieved from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_EC_updatedKS.pdf

Derman-Sparks, L. & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).

Freeman, N. K., Decker, C. A., & Decker, J. R. (2012). Planning and administering early childhood programs. Pearson Higher Ed.

Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.

Gonzalez-Mena, J. (2008). Diversity in early care and education. Boston, MA: McGraw Hill. (5) 8 -13.

Herrera, S. G. (2016). Biography-driven culturally responsive teaching. Teachers College Press.

Hyland, N. E. (2010). Social justice in early childhood classrooms what the research tells us. YC Young Children, 65(1), 82-90. Retrieved from https://ezp.waldenulibrary.org/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F197637742%3Faccountid%3D14872

Ladson-Billings, G. (1995). The dreamkeepers. San Francisco: Jossey-Bass Publishing Co.

Laureate Education (Producer). (2011). Culture and diversity [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (2013). Building relationships and partnering with families [Video file]. Retrieved from https://class.waldenu.edu

Nieto, S. (1996). Affirming diversity: The sociopolitical context of multicultural education, 2, White Plains, NY: Longman.

One World Nations Online. (2020). Switzerland. Country Profile. Retrieved from https://www.nationsonline.org/oneworld/switzerland.htm

Rudolph, S. M. & Epstein, M. H. (2000). Empowering children and families through strength-based assessment. Reclaiming Children and Youth, 8(4), 207-209.

Tseng, W. S., & Hsu, J. (2018). Culture and family: Problems and therapy. Routledge.

U.S. Department of Health and Human Services. (2008). An individualized, strengths-based approach in public child welfare systems of care. Retrieved from http://www.childwelfare.gov/pubs/acloserlook/strengthsbased/strengthsbased1.cfm

Vandenbroeck, M. (2018). Diversity in early childhood services. Childcare – early childhood education and care. Encyclopedia on early childhood development. Retrieved from http://www.child-encyclopedia.com/sites/default/files/textes-experts/en/857/diversity-in-early-childhood-services.pdf