Cultural Diversity In Early Childhood Learning: Requirements For Teachers

Importance of Cultural Diversity in Early Childhood Learning

Discuss about the Cultural Awareness and Competence of and Early Childhood Teacher.

One of the issues that need extra attention in early childhood learning is the aspect of cultural diversity. This refers to where teachers deal with leaners from different cultural backgrounds. The Learning Child Team of the UNL Extension claims that more evidence-based research on cultural responsiveness is needed to ensure that the future of kids is safe (Nugent & Catalano 2015).  According to research, teachers who engage learners in positive response towards all cultures, benefit the kids in various ways.  One is that they make the kids attain self-confidence and skills. This is because, they are taught that every culture matters and is helpful in one way or the other, which makes them feel confident in all ways.   The other benefit is that the kids’ become aware, appreciate and get to know diverse beliefs and cultures (Sufrin et al., 2018).  In this case, the kids know that people originate from different backgrounds but should be accepted the way they are. This makes the learners socialize better not only in school but also later in life for example in workplaces.  Also, the achievement of the children is boosted, where  teachers are keen about culture.  Where kids are taught to respect and accept each other despite cultural diversity, they achieve higher marks in education because non feels discriminated.  This is to say that where early childhood teachers are keen on culture, the future of the kids is bright as they would perform better in class, and also live better in later life s they appreciate all people equally. The paper discusses four aspects, one being on cultural awareness competence requirements of an early childhood teacher.  The other one is on professional conduct and ethical considerations that an early childhood teacher should consider. Cultural awareness practices and protocols for working with Aboriginal and Torres Strait Islander families is also explained as well as professional and ethical considerations for establishing relationships and partnerships with families.

Cultural awareness refers to having the knowledge that leaners originate from different backgrounds and that thus have different ways of doing things.  Cultural competency on the other hand, as defined by Early Years Learning Framework (EYLF) refers to some congruent behaviours, attitudes as well as policies that are combined in a system or among professionals that help them work effectively in a cross-cultural setting (Mertens 2014). Teachers of early childhood learning should meet several requirements in becoming culturally aware and competent while dealing with kids.

Requirements for Teachers to Become Culturally Aware and Competent

One is that the teacher should be aware of their culture and the manner in which worldviews influence their practice (Hays 2016).  For the teacher is accept other cultures, they must know their own and how the world views it, which is helpful as the teachers know the kind of treat to expect from other people. This prevents cases where the teacher would feel intimidated and thus work ineffectively. Once they determine the kind of treatment they expect, it would be easy accepting and working with other people in teaching. The other requirement is that the teachers should respect and value various ways of knowing, seeing and living. In this case, the teachers should not have a consistent way in which people should live. Instead, they should accept and get ready for different ways. For example, if the dressing code of a certain culture is said to be immoral, the teacher should not go by that but should accept and respect it in becoming culturally competent.

Also, honouring differences is a requirement for an early childhood teacher to become culturally aware and competent (Wlodkowski & Ginsberg 2017).  In this case, the teacher should have in mind that it is okay for kids to approach things differently and people are not the same. Instead of having the attitude that those people act differently from the rest and thus weird, the teacher should accept differences. This would help the teachers not say that this culture behaves badly while the other behaves right as they accept differences in ways of doing things.  It becomes easy working in a cross-cultural setting if the teacher accepts that people do not act in the same way.  Appreciating the aspect of the culture and its role in kids’ belonging, being and becoming is the other requirement (Best & Kahn 2016).  In this case, the teacher should understand that the success of the kids is influenced by the culture they are from. Therefore, the teachers should ensure that the culture of each kid is accepted, to ensure that they accept where they come from and therefore develop a positive attitude towards their becoming or the future. 

Teachers should also learn about various cultural practices and worldviews. In doing this, they would gain more knowledge on how they different people act and conduct their activities which helps them understand and know what to expect from different kids (Carrese et al., 2015). The learning should be continuous to ensure that maximum knowledge about different cultures is attained. Where the teachers learn this, it becomes easy understanding how different people react to different issues and thus respects their way. The last requirement in becoming culturally competent and aware while in early childhood teaching is having the right communication skills while interacting with people of different cultures. The manner in which a person communicates determines the response of the other person.  Where respect is shown, the people would relate effectively unlike where disrespectful language is used.  The teachers should, therefore, use respectful terms while communicating with people from different cultures which is ensured by determining what different cultures like and dislike.

Principles of Professional Conduct for Early Childhood Teachers

Professional conduct is best explained by its principles which include service to the public, positive responding to the administration and the needs of the public, accountability, fairness and integrity as well as efficiency and effectiveness (Hartas 2015).  Ethical considerations, on the other hand, are certain practices that teachers should put in practice in preventing harm to the kids, colleagues and families.

One of the professional conducts that early childhood teachers should ensure is respecting the rights, dignity and ideas of the other people (Walker & Sonn 2010).  For example, while in meetings, the teachers should listen to each other despite the culture, ethnic group or religion of the people.  Showing high standards of professional practice is the other way to ensure the right conduct, which is done, are different ways.  One is engaging the learners in active learning and assisting them in achieving high-level outcomes in their studies. In this case, the teachers’ aim to the students should be to help them achieve their goals and dreams by helping them understand concepts and solving the issues that may hinder their success. Professional conduct is also ensured by protecting the leaners from harm. Notably, every kid has the right to protection, care and support while learning. Teachers should, therefore, prevent the leaners from issues like sexual harassment and others that would cause harm to the learners.  The relationship between teachers, career people, parents and other stakeholders should be professional evident by engaging in open communication,  actual reports about learners’ progress and learning outcomes as well positive responding to questions asked while protecting the welfare of the learners.

Early childhood teachers should also maintain ethical considerations to kids, parents and colleagues. One of the ethical considerations to the leaners is that while in doubt about the ethical decision to make, the interest of the kids should come first (Gruenewald 2014).   This mostly happens where confusions on the right thing are experienced, where the teacher should consider the decision that would not harm the kid and follow it. Respecting each child as a human is the other ethical aspect, where the teacher should ensure that every child is listened to and given quality time.  This not only establishes a good learner teacher relationship but also ensures ethical practice. Also, teachers should not discuss kids in their presence, whether it is a positive talk or negative. It is common for teachers to discuss the learners, about performance, conduct and problems. In doing this, the leaners should not hear as this would lead to a negative attitude of the student to the teacher.

Ethical Considerations for Dealing with Kids, Parents, and Colleagues

Confidentiality is one of the ethical considerations while dealing with parents (Coffin & Green 2016).  In this aspect, teachers should only inform the parents about their kids and issues regarding classroom work and performance. Teachers should avoid informing parents about the welfare of kids belonging to other parents. In that case, a parent should only know the welfare of their kids and the aspects that pertain their success. While dealing with colleagues, on the other hand, teachers should visit fellow teachers when they are not with kids.  For example, interrupting another teacher in the course of a lesson is wrong, as one should visit the colleagues during breaks, lunch or after the kids leave for home. Communicating with fellow teachers about the needs of the learners, activities, timetables and programs is the other ethical aspect. In this case, the teachers should work as a team to ensure that the welfare of the students is prioritised in ensuring that they meet their goals.

In ensuring that early childhood teachers have to culturally aware in dealing with cross-cultural learners, colleagues and parents, there is also the role of assisting Australia in reconciliation and equitable agendas about Aboriginal and Torres Strait Islander populations. These refer to the people with diverse cultures and languages and thus different (Parker & Milroy 2014).

One of the ways in doing this is by closing the current gaps regarding educational outcomes among this population (Durey 2010).  The teacher prioritises learning outcomes by establishing strong relationships between them so that they develop cultural values and thus use the values to engage them in learning. The other way is by ensuring that all the kids are aware of the rich and long background of Aboriginal and Torres Cultures. In doing this, the teachers ought to research the culture and pass the information to the leaners. Where they become aware of where they come from and the practices upheld by the culture, it becomes easy in accepting and living as per their culture. Where this is ensured, it becomes easy for the teachers to respect their culture and way of doing things and therefore guide them in achieving educational goals.  The main issue experienced in dealing with these people is that their culture and languages are too diverse that it becomes hard to understand.  This has led to the development of initiatives that would help the group in certain cultures that would make the teachers understand the culture and therefore aid them accordingly. In doing this, the cultural gaps in them would be eliminated.

In doing this, certain steps or protocols should be observed. One is familiarising with the area or working (Walker et al. 2014). The other aspect has a map to guide you in identifying the types of languages used by the people in the area as well as the history of the people. The next step should be to research on relevant Aboriginal organisations and local land councils as well as other teams that offer services to the people and establish partnerships with them.  This is important while handling the people in the area, who have the attitude that outsiders should not lead them. This is because the people would accept if the outsider is accompanied by one person from the place. After establishing a close relationship with the people, educational projects in teaching the people about their history and dynamics are possible which would contribute to the closing of the gaps that are evident at the moment.

While establishing a relationship with families from which the kids come from, several professional and ethical considerations must be taken into account, for the relationship to be effective. To start with, are the professional considerations, with one being that all people are equal and they contribute to wellness in different ways. This is to say that all the families should be given equal chances, regardless of where they come from and their way of doing things. The other professional aspect is considering every person to be of great value and therefore respect them, without considering differences that may be evident (Berk 2017).  In this case, all families should be respected, no matter how they behave. Listening and talking to each other is the other way to ensure professional relationships. In this case, the teachers should have close talks with the families,   which give them the chance to interact with each other, as well as communicate their ideas and solve issues that may come up. Involving families while making decisions, mostly those that mostly involve the kids is the other aspect to ensure that stable relationships are made. This aid is ensuring that families part of the decision making process and thus trust the teachers and schools.

Efficient and long-term relationship with families are ensured by acting based on several ethical considerations that are family-centred care, communication, empathy and respect for diversity (Melby et al., 2016). Considering the family-centred care, teachers should handle each family uniquely, as they have different aspects. Other than that, communication to parents should be open, where they ought to be involved when important decisions are made. The relationship between the teachers and families should be productive to the children, evident by the students achieving their goals. The other aspect is on communication, regarding several issues. One is on the beliefs and values in families. The teachers should let the families know that their beliefs and values are known and therefore respected. The other form of communication could be of social supports that should be incorporated outside the learning environment.

Empathy is the other aspect to be ensured, which refers to understand other people, by considering their thoughts and feelings. The aspect does not claim that differences are not there, not upholds that people understand one another even with differences (Parkay et al., 2010). This is done by respecting the other people’s points of views, being kind as well as being aware of the challenges that other people are facing. The last aspect to consider while dealing with families is respecting diversity.  The idea means that people to know that being different is right and no matter the culture, background or language, every person is important.

Conclusion

In conclusion, basing the paper on early childhood learning and cultural issues, several conclusions are deduced. One is that teachers have to be careful in dealing with cross-cultural learners, as it plays a great role in influencing their future. Therefore, the teachers in early childhood education should acquire several requirements for them to become competent in handling kids in cross-cultural areas. Some of the factors discussed in the paper know once culture and worldviews about it, continuous learning about different cultures and respecting all people regardless of the culture they originate. Professional conduct and ethical considerations should also be evident in practice to ensure that the kids learn effectively.  To the unique population of Aboriginal and Torres Strait Islander Families, the teachers should follow the protocol described, to ensure that they contribute to closing the current education gaps in the population.  Besides, there are professional and ethical aspects in dealing with families to establish stable relationships with them.

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