Developmentally Appropriate Practice
SOC 312 Child, Family, Society
Instructor: Bridget Morales’
Krystle Hunter
7/26/2014
Introduction According to Gonzalez (2009) young, diverse children usually find themselves struggling not with the task of comprehending a new language but also with socio-cultural background knowledge they have not been exposed to. Gonzalez (2009) stated this new knowledge includes all beliefs systems, practices, and shared experiences that members of their culture often take for granted but that may in fact be quite foreign to young diverse children. Gonzalez (2009) stated diverse children bring with them extensive experiences and knowledge grounded in their native language and culture, and teachers must find ways to first familiarize themselves with students’ experiences and background knowledge.
Identify and discuss three challenges involved with ensuring that teaching strategies are appropriate for culturally diverse children. According to Gonzalez (2009) cooperative learning is a strategy that teachers can use the help of peer group to increase conceptual learning to integrate prior knowledge to subject and topic learning, and ultimately, to increase academic achievement. The author stated young peers can act as resources for one another because they have different strengths and weaknesses across content and developmental areas.
Another strategy that teaching is appropriate for culturally diverse children is storytelling. According to Diaz-Rico (2004) the use of stories is probably the most important means by which teachers can develop oral and written language in young children. Diaz-Rico (2004) stated storytelling is a valued skilled in many traditional cultures, and many young, diverse children will be familiar with the cultural use of stories for both teaching and entertaining. Diaz-Rico (2004) also stated the story may be a factual narrative about someone’s daily routine, or it may be a fantastic
Instructor: Bridget Morales’
Krystle Hunter
7/26/2014
Introduction According to Gonzalez (2009) young, diverse children usually find themselves struggling not with the task of comprehending a new language but also with socio-cultural background knowledge they have not been exposed to. Gonzalez (2009) stated this new knowledge includes all beliefs systems, practices, and shared experiences that members of their culture often take for granted but that may in fact be quite foreign to young diverse children. Gonzalez (2009) stated diverse children bring with them extensive experiences and knowledge grounded in their native language and culture, and teachers must find ways to first familiarize themselves with students’ experiences and background knowledge.
Identify and discuss three challenges involved with ensuring that teaching strategies are appropriate for culturally diverse children. According to Gonzalez (2009) cooperative learning is a strategy that teachers can use the help of peer group to increase conceptual learning to integrate prior knowledge to subject and topic learning, and ultimately, to increase academic achievement. The author stated young peers can act as resources for one another because they have different strengths and weaknesses across content and developmental areas.
Another strategy that teaching is appropriate for culturally diverse children is storytelling. According to Diaz-Rico (2004) the use of stories is probably the most important means by which teachers can develop oral and written language in young children. Diaz-Rico (2004) stated storytelling is a valued skilled in many traditional cultures, and many young, diverse children will be familiar with the cultural use of stories for both teaching and entertaining. Diaz-Rico (2004) also stated the story may be a factual narrative about someone’s daily routine, or it may be a fantastic
References: Anderson, M. L. & Taylor, H. F. (2009). Sociology: The essentials. Belmont, CA: Thomson Wadsworth. Ballantine, J. H. & Spade, J. Z. (2008). Schools and society: A sociological approach to education, 3rd ed., Thousand Oaks, CA: Sage Publications, Inc. Banks, J. A. (2012). Encyclopedia of Diversity in Education (Vol. 1, ). Thousand Oaks, CA: Sage publications, Inc. Bojczyk, K., Shriner, B., & Shriner, M. (2012). Supporting children’s socialization: A developmental approach. San Diego, CA: Bridgepoint Education, Inc. Diaz-Rico, L. (2004). Teaching English Learners: Strategies and methods. Boston, MA: Pearson. Feldman, D. (2004). Piaget’s stages: the unfinished symphony of cognitive development. New Ideas in Psychology, 22 (3), 175-231. Gonzalez, V. (2009). Young learners, diverse children: Celebrity diversity in early childhood. Thousand Oaks, CA: A Sage Company, Corwin Press. Mooney, Knox, & Schact (2012). Understanding social problems, Ninth, ed., Stanford, CT: Cengage Learning. Sadovnik, A. R. (2004). Theories in the sociology of education, 2nd edition, 7-26, Belmont, CA: Wadsworth Publishing.