D2L Response to Group Presentations of Weekly Topic
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Communications
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Feb 20, 2024
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1. As future educators, how can we promote the cultural and spiritual importance of play for children and their families?
As future educators we can promote the cultural and spiritual importance of play for children and
their families by the following: 1.
Lewis (2019) states that enabling children to play with diverse races, different religions, and different abilities is crucial. As educators, it is important to visit play environments, like a playground, their local community centre, church, etc., which can promote diversity. Families that enroll their children in sports teams, music activities etc., where diversity is evident, can teach children about their communities and the different races they see there. 2.
Conversing to children about their experiences in the community with friends who are diverse is important Lewis (2019). As educators, communicating to children about their own race and ethnical background, abilities, gender etc. can promote the cultural and spiritual importance of play, as children understand their own beliefs and values (Lewis, 2019,). As a result, this can be portrayed through the use of books, games, animals and dolls (Lewis (2019). MacNevin & Berman (2017) discusses that using different shades of
dolls, and multicultural books can emphasize the values that create equity rather than competition. Play is considered universal, so it is significant that educators encourage this
concept. 3.
Another option is providing children with diverse materials in the classroom settings. For instance, providing children with different shades of dolls can enable educators to discuss
the similarities and differences of these dolls, as most children will question and notice the different shades when playing (Lewis, 2019). Using soft, inclusive dolls, including dolls with wheelchairs, different skin tones, glasses, prosthetic arm etc., can help mirror this (Lewis, 2019). Using diverse memory games, such as I Never Forget a Face, can help
promote diversity and teach children about the cultural and spiritual importance of play
. 2. What strategies or materials did ECEs within your placement settings use to discuss race or multiculturalism with children? Do you think they were effective? Why or why not?
The ECE’s used the food program and diverse books in my placement setting to discuss race or multiculturalism with children. Food Program:
The ELC provides a food program, known as the Real Food for Kids, which supplies a surplus of nutritious meals and snacks for children that catered to children’s cultural preferences. For instance, children who are of Muslim background were only served halal meat, and children who are of Hindu background were only served vegetarian options. The educators at the ELC considered and respected each child’s dietary concerns and cultural preferences when
providing children with meals, which highlights the well-being principle, in the How Does Learning Happen?
(
HDLH
) document (
Ontario Ministry of Education, 2014).
. The well-being principle addresses the significance of children’s health and wellness. It signifies the importance of self-care, self-regulation skills and the sense of self (
Ontario Ministry of Education, 2014).
The educators sat with the children at the lunch table and explained why Child A is only provided with vegetarian options and why Child B is only provided with halal options. I believe catering to children’s cultural preferences promoted multiculturalism and was effective
because it helped children embrace their cultural backgrounds and appreciate their heritage. When teaching children that each child is unique in their own way when preparing their meals, it helped them value the characteristics that helped shape each child.
Diverse Books:
Within the ELC, they’re wide variety of books that reflect diversity in the classroom. According to Congress & González (2021), when children read plethora of diverse books it can contribute to their knowledge of multiculturalism
. It is essential that the books children read represent diversity and spread positivity and encouragement. Likewise, the children
in the class setting enjoyed reading a book called We love to play
. This book illustrates children playing respectfully in the playground together, while learning each other’s differences and cultural traditions. All the children in the playground were of diverse backgrounds and abilities. For instance, there was children of different abilities, including children who are visually impaired and wheelchair bound. The children each played with each other, despite their abilities and racial backgrounds, and felt valued. In fact, one child connected this story to their class experience and said, “I enjoy playing with my friends,” which connects to the belonging principle in HDLH (
Ontario Ministry of Education, 2014). According to this principle, belonging
refers to a sense of connectedness of others and experiences of feeling valued, while also forming strong bonds with each other (
Ontario Ministry of Education, 2014). Therefore, I believe this was effective because it helped children make connections to themselves, provided validations and affirmation, and helped them use their imaginations.
References Congress, E. P., & González, M. J. (2021;2020;). Multicultural perspectives in working with families: A handbook for the helping professions (Fourth;4; ed.). Springer Publishing Company. https://doi.org/10.1891/9780826154149 Cancel
Lewis, P. (2019). Spirituality of play. In S. Jagger (Ed.),
Early years education and care in Canada: A historical and philosophical overview
(pp. 13-26). Canadian Scholars Press.
MacNevin, M., & Berman, R. (2017). The Black baby doll doesn't fit the disconnect between early childhood diversity policy, early childhood educator practice, and children's play
. Early Child Development and Care, 187
(5-6), 827-
839. https://doi.org/10.1080/03004430.2016.1223065
Ontario Ministry of Education. (2014). How does learning happen? Ontario’s pedagogy for how learning happens.
Queen’s Printer for Ontario. https://files.ontario.ca/edu-how-does-learning-
happen-en-2021-03-23.pdf
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