Oftentimes, attempts at culturally relevant early childhood practices are limited to diverse materials in the physical environment. The purpose of this study is to document the culturally relevant teaching practices, specifically for African American children, within a culturally diverse preschool classroom with a Black teacher.,The researchers used qualitative methodology to answer the following question: How does a Black preschool teacher enact culturally relevant practices for her African American students in a culturally diverse classroom? Data sources included field notes from classroom observations, transcripts from both formal and informal semi-structured interviews with a Master Teacher and photographs.,The authors found that the participant fostered an inclusive classroom community and a classroom environment that reflected the range of human diversity. She was intentional in her integration of culturally representative read alouds and lessons designed to incorporate students’ interests. Finally, she engaged families by facilitating their involvement in her curriculum. However, social justice aspects were absent during the time of the study.,This paper contributes to the literature in that it documents a high-quality early childhood classroom with a teacher, that is, actively trying to incorporate the cultures of her African American students. Many extant studies provide examples of superficial culturally relevant pedagogy (CRP) being enacting in early childhood classrooms or the focus is not specifically on African American children.

中文翻译：

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通过文化教学

通常，尝试与文化相关的幼儿实践仅限于物理环境中的各种材料。这项研究的目的是在具有黑人文化背景的学前班教室中，记录与文化有关的教学实践，特别是针对非洲裔美国儿童的文化。研究人员使用定性方法回答了以下问题：黑人学龄前老师如何制定法则？在多元文化教室中为非裔美国学生提供与文化相关的做法？数据来源包括来自课堂观察的现场笔记，来自大师的正式和非正式半结构式访谈的笔录和照片。作者发现，参与者建立了一个包容性的课堂社区和一个反映人类多样性范围的课堂环境。她有意整合具有文化代表性的朗读课程和旨在融合学生兴趣的课程。最后，她通过促进家庭参与她的课程来使他们参与进来。但是，在研究期间，社会公正方面却没有。。本文为文献提供了帮助，它记录了与老师一起的高质量的幼儿教室，即积极尝试融合其非裔美国学生的文化。许多现存的研究提供了在幼儿课堂上实施的与文化有关的表层教学法（CRP）的示例，或者其重点并不专门针对非洲裔美国儿童。