Did you know that there are 194 countries in the world today (Kershner, 2020)? Out of those countries, the United States population makes up about 150 of those countries (Laureate, 2011). It’s no doubt “that as an early childhood professional you will encounter children from diverse backgrounds whose families may have come from many different countries” and being prepared to work with children from such backgrounds may prove challenging but not impossible (Laureate, 2011).
Imagine this. I am working in a social service agency in my neighboring city, Social Circle, GA. I receive word that a child of a family who has already emigrated from Tajikistan will be joining our program soon. Me, not being familiar with the families culture or country, try to prepare myself to welcome the family into her program. Of course, I’d need to know more than just the surface culture of this family. So, I prepared a list of ways to get to know more about them before their arrival.
- Familiarize yourself with the families language/dialect. How to say hello, good morning, and good-bye. The official and vernacular language of Tajikistan is Tajik,” a mix of Persian (Wikipedia, Tajikistan, 2020)
- Be aware of the family’s religious preferance. What’s considered offensive and non-offensive. “Islam is the predominant religion throughout Central Asia” (Wikipedia, Tajikistan, 2020)
- Prepare games for the student that she may be familiar with like “skipping and hopscotch”
- Add to the pretend-play center, clothes that may resemble their culutral clothing.
- Including soothing music from Tajikistan, that the student and the family are familar with.
- Another way is including the families’ “cultural references in all aspects of learning” (Brown University, 2020).
In the brief description above and in preparation for my new student, I would hope, in many ways that these attempts to make the family feel welcomed would benefit both me and the family. Coming from a what they know as their “home and culture” to an unfamiliar community and new culture can be difficult not only for the child(ren) but also on the parents. It’s also my hope that the family will feel at ease about what we, as educators and professionals, do in the agency. The family will be informed that “the door is always open” should they need me.
Resources:
Brown University. (2020). Culturally Responsive Teaching. Retrieved June 20, 2020, from https://www.brown.edu/academics/education-alliance/teaching-diverse-learners/learning-within-context-culture
Historical Boys Clothing: Tajikistan Boys Clothes: Activities–Play. (n.d.). Retrieved from https://www.histclo.com/country/other/taj/act/ta-play.html
Laureate Education (Producer). (2011). Perspectives on Diversity and Equity: Diversity As Opportunity: Towards Equity and Social Justice, Part 2. Retrieved from https://class.waldenu.edu
Kershner, Ellen. (2020). How Many Countries Are There In The World? Retrieved from https://www.worldatlas.com/articles/how-many-countries-are-in-the-world.html
Wikipedia, Tajikistan. (2020). Retrieved from https://en.wikipedia.org/wiki/Tajikistan#Languages
Bridging the Gap in Early Childhood Education 
The things that you listed are cool, and very much on point. But something else to think about is if they have children can they be placed in the best schools. And what could be told to their new teacher? also, would they be able to be placed with some in the classroom to help them and when would be the appropriate time for the student family to come in and explain their culture?
Nekia
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Ne’Kia,
I’m not sure I fully understand your statement, “if they have children can they be placed in the best schools.” However, I must admit, I did not put those factors into play. But those are great suggestions for learning about their family culture. Seeing how I am working in a social service agency, would those truly be appriciable?
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Allison,
Yes, to include all, “cultural references in all aspects of learning” (Brown University, 2020) and to elaborate further, “Each person’s development as an anti-bias educator has its own pattern, pace, and timetable. The key is to keep going, keep moving, and keep committed” (Derman-Sparks, Edwards, 2010). Continuous support is key, once that’s broken learning ceases.
Reference
Derman-Sparks, Edwards, (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).
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Reference
Brown University. (2020). Culturally Responsive Teaching. Retrieved June 20, 2020, from https://www.brown.edu/academics/education-alliance/teaching-diverse-learners/learning-within-context-culture
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