Cultural Influences on Early Language and Literacy Teaching Practices

Autor/inn/en	Parlakian, Rebecca; Sanchez, Sylvia Y.
Titel	Cultural Influences on Early Language and Literacy Teaching Practices
Quelle	In: Zero to Three (J), 27 (2006) 1, S.52-57 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-8038
Schlagwörter	Cultural Influences; Preschool Teachers; Teaching Methods; Children; Emergent Literacy; Literacy Education; Language Acquisition; Child Language; Family Influence; Family Environment; Child Development; Teacher Student Relationship; Parent School Relationship; Parent Teacher Cooperation; Student Diversity; Classroom Environment + Suchen Sie Ihr Suchwort? Cultural influence; Kultureinfluss; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Child; Kind; Kinder; Frühleseunterricht; Sprachaneignung; Spracherwerb; 'Children''s language'; Kindersprache; Familienmilieu; Kindesentwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Klassenklima; Unterrichtsklima
Abstract	Children learn to communicate in the context of their home culture. Beginning at birth, children use their home language and culturally accepted communication styles to connect with others in a meaningful way, forming secure relationships that are intrinsic to healthy development. For the early childhood teacher, it is important to establish supportive, respectful relationships as well--with both families and children. These connections help teachers learn more about the strengths, needs, and culture of every child in their care. Collaborative relationships with families also provide teachers with the information they need to support children's individual language and literacy development. By creating a richly diverse and welcoming environment, by remaining aware of their own cultural beliefs (and biases), and by identifying a variety of teaching strategies to share the magic of print and language, early childhood teachers can spark a lifelong love of reading in the children they care for. (Note: This article is excerpted from a chapter in Cradling Literacy (2007) from ZERO TO THREE Press, ERIC# ED498861.) (As Provided).
Anmerkungen	Zero to Three. 2000 M Street NW Suite 200, Washington, DC 20036-3307. Tel: 800-899-4301; Fax: 703-661-1501; e-mail: 0to3@presswarehouse.com; Web site: http://zerotothree.org/site/PageServer?pagename=ter_journalsingle
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10