ABSTRACT

The US Census states that Americans under the age of five are a majority- minority with 50.2% of this population from minority backgrounds. As our country continues to grow as a rich, diverse multicultural nation, it is imperative that early childhood teacher educators prepare future teachers to embrace this diversity and provide experiences that affirm all students, families and communities. In our past work, we (teacher educators) synthesized the current research into five frameworks that we believe embody the foundation of culturally responsive teaching (CRT) in an early childhood setting. In this article, we review the previous frames and continue this work with additional frameworks that are imperative for developing a culturally responsive early childhood educators and their future classrooms. We situate each framework within the larger context of research, and then we move beyond discussing CRT practices by offering ideas on how culturally responsive classrooms look and how to implement this pedagogy in an early childhood setting with authentic classroom practices.

摘要

美国人口普查表明，五岁以下的美国人是多数少数族裔，其中 50.2% 的人口来自少数族裔背景。随着我国继续发展成为一个丰富多样的多元文化国家，幼儿教师教育工作者必须让未来的教师做好准备，接受这种多样性，并提供能够肯定所有学生、家庭和社区的经验。在我们过去的工作中，我们（教师教育工作者）将当前的研究综合到五个框架中，我们认为这些框架体现了幼儿环境中文化响应式教学 (CRT) 的基础。在本文中，我们回顾了之前的框架，并使用其他框架继续这项工作，这些框架对于培养具有文化敏感性的幼儿教育工作者及其未来课堂必不可少。