2.5: Culture in the Classroom

Cultural Identity and Responsiveness

Cultural Identity

Although the early childhood field has a long history of commitment to developing culturally appropriate approaches to educating young children, it still struggles with understanding the role of culture in the development of our youngest children (Maschinot, 2008; Derman-Sparks & Olsen Edwards, 2010). As educators we will notice culture in the classroom as children will experience and interpret interactions and events in different ways. To develop a culturally responsive approach, it is essential to understand that what children learn from families and teachers are an idea systems that extends deep into the values of a group of people. Learning goes far beyond the things generally associated with culture, such as art, music, styles of dress, or holidays. As a child acquires cultural ways of being, these cultural rules for behavior impact identity by giving children the tools to understand their family/community and be understood in it.

Early childhood educators must recognize the uniqueness of all cultures, languages, and communities by embracing the increasing cultural and linguistic diversity of our society. All classrooms should be seen as diverse, inclusive, and promote equity by valuing and celebrating each family represented. This includes understanding the influence of multiple languages and dialects, ethnicities, abilities, genders and socioeconomic statuses.. These culturally responsive practices engage children and families through authentic home-school connections. As educators recognize and understand diverse social contexts, they are strengthening the effectiveness of instructional delivery. Academic progress takes place within the context of a child’s ecosystems and their development is maximized when these ecosystems are considered and respected. Diversity of social contexts is an asset to educators, rather than a barrier to appropriate development, when culturally responsive practices are implemented in the classroom.

Note

According to Diller and Moule (2005) culture can be exhibited in these visible and invisible ways by children in the classroom:

Language Use

• Code switching
• Native Language Dominance
• Grammar
• Intonation

Emotions

• Expressions of fear, joy and happiness
• Reactions to conflict

Behaviors

• Gestures
• Body movement
• Physical Distance or proximity

Other

• Ways of dress
• Food preferences
• Routines and customs
• Parental engagement

Cultural identity is the identity or feeling of belonging to a group. It is part of a person's self-conception and self-perception and is related to nationality, ethnicity, religion, social class, generation, region, or any kind of social group that has its own distinct culture. In this way, cultural identity is both characteristic of the individual but also of the culturally identical group of members sharing the same cultural identity or upbringing.

Figure \(\PageIndex{1}\):These dancers are participating in a celebration which works to build their cultural identity. (Public Domain; Pxhere)

A range of cultural complexities structure the way individuals operate with the cultural realities in their lives. Cultural identities are influenced by several different factors such as ones religion, ancestry, skin color, language, class, education, profession, skill, family and political attitudes. These factors contribute to the development of one's identity.

Cultural Responsive

Culturally responsive practices, which include having high expectations and standards for learning, are indeed related to student success, even if few studies have been undertaken to make this connection explicit (Diller & Moule, 2005). So, when teachers treat culture with an almost exclusive emphasis on the celebrations, styles of dress, art, music, and food habits, they fail to appreciate the depth of cultural impact and the idea system at work in the process of development. Although a child’s identity is impacted by participation in family cultural rituals, the focus neither starts nor ends there. Surrounding children with artifacts and customs that are a part of their history, homes, and communities is important. However, when that approach becomes the sole emphasis in attempts to embrace culture, it diverts attention from the more fundamental role that culture plays in the development of children’s social, emotional, physical, and intellectual well-being. The challenge for teachers of young children is to understand the importance of culture to human development and to move beyond mere cultural appreciation and enrichment to cultural empowerment.

Reference

Derman-Sparks, L., Edwards, J.O., Goin, C.M. (2020). Anti-bias Education for Young Children and Ourselves (2nd ed.). National Association for the Education of Young Children.

Diller, J.V., & Moule, J. (2005). Cultural competence: A primer for educators. Belmont, CA: Thomas/Wadsworth.

Maschinot, B. (2008). The Changing Face of the United States: The Influence of Culture on Early Child Development. Zero to Three - National Center for Infants, Toddlers, and Families.

Attribution

Schull, C. P., La Croix, L., Miller, S. E., Austin, K. S., & Kidd, J. K. (n.d.). Early Childhood Literacy: Engaging and Empowering Emergent Readers and Writers, Birth – Age 5. The Virtual Library of Virginia.