Assignment_ Culturally Relevant Methods

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Culturally Relevant Methods Anna Leebeck The University of Arizona Global Campus ECA 405: Children & Families in a Diverse Society Kelly Wells June 28, 2023

Culturally Relevant Methods Name of Strategy Age Group How strategy supports an aspect of diversity that is important in early childhood education Specific example with explanation of this strategy will be used to support ELLs. Home Literacy Infants/ Toddlers This strategy involves parents in their student´s learning, especially when the classroom teacher(s) may not speak their native language(Nemeth & Erdosi , 2012) A specific example of this strategy would be the lending of age-appropriate books that may be wordless, bilingual, or written in a family’s native language (Nemeth & Erdosi , 2012). This can be supported within the classroom by working with students’ families to share books from home, or possibly having parents do a live Zoom Read-a-loud or even share a recording. Family Engagement (cross age range) Infants/ Toddlers Pre-K K-5 Bring student´s culture into the classroom to educate and share ideas/activities that other families may or may not be aware This could be done with the planning of a family engagement night that is focused on the families’ cultural foods (Nemeth & Erdosi , 2012). For example, possibly you could have a cooking night and families could all bring in an easy recipe (from their cultural heritage) that they could demonstrate for the class and their families. This encourages all families to attend and participate. Use the language (cross age range) Infants/ Toddlers Utilize the language within the school environment. This strategy is By using videos of the alphabet being verbally said aloud and signed, it assisted all students in my

Pre-K K-5 based upon personal utilization and is an across the age ranges as the author has witnessed it being implemented. classroom to learn to sign the alphabet. In addition, we also spent time weekly with an interpreter to learn to sign the anti-bullying pledge, the pledge of allegiance, emotions as well as various signs to assist in communication within the classroom. (Warren-Hicks, 2022) Demonstrate your words Infants/Toddlers This strategy will allow students who are non-verbal or bilingual to visual what the teacher is asking (McClymont, 2016). A specific example of how this can be utilized within the classroom could be instead of saying ¨you need to use your green crayon” the teacher could show the green crayon and what they want done. This allows the student to use sensory, visual, and tactile to understand the assignment. Vocab Imprinting Infants/Toddlers This strategy will support the use of pictures/word walls that will allow students to use visuals to recognize vocabulary words/actions (Magruder et al., 2013). A specific example is one used in a district ECSE classroom in which this author recently was a LTS. The teacher used a picture and the word on her word wall. This allowed for teaching the word, the letters, and students to start imprinting the visualized word with the picture. Below is an example from Hands on Learning with Life over C´s ( Life over C’s Hands -on Preschool and Kindergarten Activities , 2021).

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Print Rich Environment PreK This strategy will support ELL and non-verbal students within the classroom (Magruder et al., 2013)by supporting movement, singing, and repetition. Incorporate songs/chants into the classroom routine that support learning. For example: ● More, greater, bigger, few, less. ● More means greater and greater means more. ● More is bigger than ever before! More is many while few is less. ● More is a lot — no need to guess! ● More means greater and greater means more. ● More is bigger than ever before!(Magruder et al., 2013) Songs/Chants PreK This strategy helps to support language development because children and families can see examples of language and vocabulary in the environment as a model for print and language (Magruder et al., 2013) Within the classroom environment labeling classroom objects either with index cards or printed labels provides visuals for children and families to learn. This can be done in both English and the language the child is familiar with to make the connection.

Cultural Artwork (cross age groups) Pre-K K-5 Incorporates different cultural art into learning activities (Guido, 2017). A specific example of this strategy could be doing artwork that is specific to a student´s native culture/holidays. For example, possibly celebrating Cinco de Mayo by making maracas, Sombrero, pinata (Kid Soup, 2015) Teach Vocabulary K-5 This strategy will support ELL students to learn the vocabulary (McClymont, 2016). One way to do this is to introduce words in pairs, which allows students to pick up on words they may be aware of and see it with another word and learn two words at one time (McClymont, 2023). For example: ● Peanut butter and Jelly ● Hide and Seek ● Spaghetti and Meatball ● Socks and Shoes Where in the World? K-5 This strategy supports students of all nationalities to find where their families are originally from (T, 2017). A specific example of this would be a large world map upon the wall, where students could place a picture of themselves (or their families) to show the cultural lineage. This will increase communication opportunities for all the students.

References Guido, M. (2017, September 14). 15 Culturally-Responsive Teaching Strategies and Examples + Downloadable List . Www.prodigygame.com. https://www.prodigygame.com/main-en/blog/culturally- responsive-teaching/ Kid Soup. (2015, July 19). Cinco de Mayo Crafts, Activities, Games, and Printables . Www.kidssoup.com. https://www.kidssoup.com/activity/cinco-de-mayo-crafts-activities-games-and-printables Life Over C’s Hands -on Preschool and Kindergarten Activities . (2021, March 5). Live over C’s. https://lifeovercs.com/ Magruder, E., Hayslip, W., Espinosa, L., & Matera, C. (2013). Many Languages, One Teacher: Supporting Language and Literacy Development for Preschool Dual Language Learners . https://earlyedgecalifornia.org/wp-content/uploads/2020/04/Many-Languages-One-Teacher.pdf McClymont, G. (2016, August 6). 10 Top Classroom Strategies to Help English Language Learners Succeed . Owlcation; Owlcation. https://owlcation.com/academia/5-Easy-Strategies-to-Help-English- Language-Learners-Succeed-in-Your-Classroom McClymont, G. (2023, October 4). 15 Ways to Help English Language Learners in the Classroom . Owlcation; Owlcation. https://owlcation.com/academia/5-Easy-Strategies-to-Help-English-Language- Learners-Succeed-in-Your-Classroom Nemeth, K., & Erdosi , V. (2012, August 12). University of North Carolina at Chapel Hill . Frank Porter Graham Child Development Institute. https://fpg.unc.edu/sites/fpg.unc.edu/files/resources/presentations- and-webinars/Resources%20to%20Support%20Your%20Leadership.docx T, N. (2017, October 26). 10 Cultural Diversity Activities For Elementary Students . Fun with Mama. https://www.funwithmama.com/cultural-diversity-activities-for-elementary-students/ Warren-Hicks, C. (2022, October 31). “Let’s teach the whole school”: Suffolk students learn sign language to communicate with cafeteria worker . The Virginian-Pilot. https://www.pilotonline.com/2022/10/31/lets- teach-the-whole-school-suffolk-students-learn-sign-language-to-communicate-with-cafeteria-worker/

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