ECE In Urban Environments Chapter 8

ECE in Urban Settings : 

ECE in Urban Settings Ashford University – ECE601 Instructor: Dr. Lisa Rodriguez Overview of Chapter 8 Continuing Issues in Early Childhood Education by Stephanie Feeney, Alice Galper , and Carol Seefeldt

The difference….: 

The difference…. The difference between urban, suburban, and rural settings is not a simplified definition based on socioeconomic levels. Urban settings are more complex and intense. Issues often relevant in urban settings include poverty, diverse cultures, many languages, many ethnic groups, lack of resources, crowding, and poor housing conditions.

Exploring Culture: 

Exploring Culture Nieto reminds us that multicultural education cannot be reduced to trite displays and exploration of holidays, foods, clothing, and traditions. Effective teachers explore their own cultural identities as well as their students’. This is the way to “uncover assumptions” (Feeney, et al, 2009, p. 187)

White Privilege: 

White Privilege White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh Detour-spotting for White Anti-racists by Joan Olsson McIntosh, P. (1989). White privilege: Unpacking the invisible knapsack. Retrieved from http://nymbp.org/reference/WhitePrivilege.pdf . Olsson, J. (1997). Detour-spotting for white anti-racists , Cultural Bridges.

Family Partnerships: 

Family Partnerships Learning is social. It’s critical for teachers to build collaborative, trusting relationships with students’ families.

VYGOTSKY'S DEVELOPMENTAL THEORY: AN INTRODUCTION : 

VYGOTSKY'S DEVELOPMENTAL THEORY: AN INTRODUCTION This 4-minute video discusses Vygotsky’s theories of social learning and the concept of the Zone of Proximal Development. Davidson Films. (2009). Retrieved from http://youtu.be/hx84h-i3w8U

Rejection of Deficit Theories: 

Rejection of Deficit Theories Teachers must reject assumptions of deficiency in their students or their students’ cultures. Instead, a perspective of cultural competence should be taken, and students’ personal and cultural experiences should be understood and used as a basis for their continued learning (Feeney, et al, 2009, p. 190). Deficit theories are based on the assumption that certain people, races, or cultural groups are inferior in some way. These perceived deficiencies are believed to cause them to underperform in comparison to other groups of students. Deficit theories are damaging because they blame students for their failure to achieve, rather than focus on society and educational institutions that create environments that limit growth and negatively affect students’ self esteem and self efficacy.

Experiential Learning for Teachers: 

Experiential Learning for Teachers Simply taking courses cannot fully prepare teachers to work effectively with children in urban environments. A holistic approach is advocated that combines formal education and training with in-service training and opportunities for teachers to explore their own as well as their students’ cultures.

References: 

References Bronfenbrenner , U. (1979). The ecology of human development: Experiments by nature and design . Cambridge, MA: The President and Fellows of Harvard College. Davidson Films. (2009). Retrieved from http://youtu.be/hx84h-i3w8U Feeney, S; Galper , A.; & Seefeldt , C. (2009). Continuing issues in early childhood education. Upper Saddle River, NJ: Pearson, Inc. McIntosh, P. (1989). White privilege: Unpacking the invisible knapsack. Retrieved from http://nymbp.org/reference/WhitePrivilege.pdf . Olsson, J. (1997). Detour-spotting for white anti-racists , Cultural Bridges.