Family Involvement in Early Multicultural Learning. ERIC Digest.

Autor/inn/en	Swick, Kevin J.; und weitere
Institution	ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, IL.
Titel	Family Involvement in Early Multicultural Learning. ERIC Digest.
Quelle	(1995), (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Class Activities; Cultural Awareness; Family Involvement; Family School Relationship; Learning Activities; Multicultural Education; Parent Education; Parent Participation; Parent Teacher Cooperation + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Lernaktivität; Multikulturelle Erziehung; Parents education; Elternbildung; Elternschule; Elternmitwirkung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	Recent studies suggest that the involvement of parents and teachers with young children provides natural opportunities for modeling and nurturing positive cultural attitudes. Strategies that support children's multicultural learning within a context of family involvement are of three types. The first of these is parent education and support. Teachers can support parents by holding orientation meetings to discuss multicultural curricula, sharing multicultural information, and helping parents find resources. The second strategy involves school-family curriculum activities. Activities and resources for children, parents, and teachers include study groups on cultural issues, field trips, the use of materials from various cultures in the classroom, multicultural displays, and original books created by children and their families. Multicultural resources and activities specifically for children include family stories written by children and their parents, children's literature that exhibits a multicultural perspective, storytelling by adults to children, videotapes, audiocassettes, and music produced by children themselves. The third strategy relates to parent-teacher partnerships. Parents can participate in establishing multicultural guidelines for the curriculum and can serve as resource persons for teachers. Teachers can share with families items such as books and videotapes that have a multicultural focus. Using these strategies, families and teachers can prepare children to become sensitive members of a multicultural community. (BC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC