Culturally Relevant and Anti-Bias Education Approach
Multicultural Education Approach
Culturally Relevant and Anti-Bias Education Approach
Teachers have an obligation to provide their students with a positive environment that
will promote their individual needs and interest. Classrooms have a variety of cultures and developmental levels that need to be included when writing lesson plans and daily activities.
Culturally relevant and Anti-Bias education approach reflects the parent’s style of taking care of their child, their home culture, and an anti-bias atmosphere in the classroom (York, 2006). A variety of cultural activities and material are used in the classroom on a daily basis. Appreciation for diversity and resisting stereotyping is an important component of this approach. Teachers can use this education approach in the classroom to make a unique classroom experience that will benefit the teacher and the students. Sharon Cronin constructed the culturally relevant and anti-bias education approach that focuses on the family’s home culture (York, 2006). The characteristics of the culturally relevant and anti-bias education approach are reflected in the curriculum, material, meals, teaching method, practices, and staffing. The classroom curriculum includes activities that encourage students to be proud of their differences and everybody should be provided equal opportunities to succeed in the classroom. The classroom should include real life pictures and include material that the children can use independently. The teachers can use pictures of the surrounding community and community helpers to connect the students and families to their community. The dramatic play area includes realistic dolls, supplies, clothing, and food that reflect a variety of cultures and skin colors. The classroom arrangement and material should reinforce the teacher’s goals and reflect the family’s culture and beliefs. Children should feel welcome and appreciated in the classroom setting. Classroom activities explore a variety of cultures using hands-on experience using cultural material, foods, and people.
Culturally Relevant and Anti-Bias Education Approach
Teachers can have families introduce food, music, or material related to their culture or beliefs. Materials can include national flags, traditional clothing, artifacts, and pretend ethnic food. The teachers need to include these components in all aspects of the classroom curriculum to teach children to respect and value different cultures. Promoting a positive attitude amongst the students and preventing bias and stereo-typing through classroom material and activities are reflected in the culturally relevant and anti-bias approach (Banks, 2004). The daily activities of this approach reflect the real lives of the children and families in the classroom. Teachers use “teachable moments” throughout the day and children interact and play together (Banks, 2004). Children explore their individuality and learn about others to gain respect and self-esteem. The culturally relevant and anti-bias education approach encourages families to be involved and provides students with a culturally diverse classroom. Teachers can use a variety of techniques and strategies to provide students with a diverse and educational learning experience. Introducing multicultural material in the classroom by using an honest and open approach to encourage children to ask questions and build their interest. Avoid generalization and stereo-typing when introducing material or activities.
Teachers can use activities about the students, families, homelands, or music to introduce children to different cultures by using fun learning experiences. Teachers have an obligation to provide their students with a positive environment that
will promote their individual needs and interest. With the growing diversity in our society teachers need to educate not only their students but also themselves about different cultures and beliefs (Banks, 2004). When teachers are educated they can provide their students with a positive learning experience that will strengthen their self-esteem and awareness.
References
York, S. (2006). Roots and wings: affirming culture in early childhood programs (Revised ed.).
Upper Saddle River, New Jersey: Pearson Education, Inc.
Banks, J., (2004). Education programs for improving intergroup relations. New York: New
York. Teacher College Press.
References: York, S. (2006). Roots and wings: affirming culture in early childhood programs (Revised ed.). Upper Saddle River, New Jersey: Pearson Education, Inc. Banks, J., (2004). Education programs for improving intergroup relations. New York: New York. Teacher College Press.
Culturally Relevant and Anti-Bias Education Approach
Teachers have an obligation to provide their students with a positive environment that
will promote their individual needs and interest. Classrooms have a variety of cultures and developmental levels that need to be included when writing lesson plans and daily activities.
Culturally relevant and Anti-Bias education approach reflects the parent’s style of taking care of their child, their home culture, and an anti-bias atmosphere in the classroom (York, 2006). A variety of cultural activities and material are used in the classroom on a daily basis. Appreciation for diversity and resisting stereotyping is an important component of this approach. Teachers can use this education approach in the classroom to make a unique classroom experience that will benefit the teacher and the students. Sharon Cronin constructed the culturally relevant and anti-bias education approach that focuses on the family’s home culture (York, 2006). The characteristics of the culturally relevant and anti-bias education approach are reflected in the curriculum, material, meals, teaching method, practices, and staffing. The classroom curriculum includes activities that encourage students to be proud of their differences and everybody should be provided equal opportunities to succeed in the classroom. The classroom should include real life pictures and include material that the children can use independently. The teachers can use pictures of the surrounding community and community helpers to connect the students and families to their community. The dramatic play area includes realistic dolls, supplies, clothing, and food that reflect a variety of cultures and skin colors. The classroom arrangement and material should reinforce the teacher’s goals and reflect the family’s culture and beliefs. Children should feel welcome and appreciated in the classroom setting. Classroom activities explore a variety of cultures using hands-on experience using cultural material, foods, and people.
Culturally Relevant and Anti-Bias Education Approach
Teachers can have families introduce food, music, or material related to their culture or beliefs. Materials can include national flags, traditional clothing, artifacts, and pretend ethnic food. The teachers need to include these components in all aspects of the classroom curriculum to teach children to respect and value different cultures. Promoting a positive attitude amongst the students and preventing bias and stereo-typing through classroom material and activities are reflected in the culturally relevant and anti-bias approach (Banks, 2004). The daily activities of this approach reflect the real lives of the children and families in the classroom. Teachers use “teachable moments” throughout the day and children interact and play together (Banks, 2004). Children explore their individuality and learn about others to gain respect and self-esteem. The culturally relevant and anti-bias education approach encourages families to be involved and provides students with a culturally diverse classroom. Teachers can use a variety of techniques and strategies to provide students with a diverse and educational learning experience. Introducing multicultural material in the classroom by using an honest and open approach to encourage children to ask questions and build their interest. Avoid generalization and stereo-typing when introducing material or activities.
Teachers can use activities about the students, families, homelands, or music to introduce children to different cultures by using fun learning experiences. Teachers have an obligation to provide their students with a positive environment that
will promote their individual needs and interest. With the growing diversity in our society teachers need to educate not only their students but also themselves about different cultures and beliefs (Banks, 2004). When teachers are educated they can provide their students with a positive learning experience that will strengthen their self-esteem and awareness.
References
York, S. (2006). Roots and wings: affirming culture in early childhood programs (Revised ed.).
Upper Saddle River, New Jersey: Pearson Education, Inc.
Banks, J., (2004). Education programs for improving intergroup relations. New York: New
York. Teacher College Press.
References: York, S. (2006). Roots and wings: affirming culture in early childhood programs (Revised ed.). Upper Saddle River, New Jersey: Pearson Education, Inc. Banks, J., (2004). Education programs for improving intergroup relations. New York: New York. Teacher College Press.