7.4: Context
- Page ID
- 205352
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Context refers to everything discernable about the social and cultural contexts for each child, each professional, and the program as a whole (NAEYC, 2020)
To consider culture in developmentally appropriate practice is to keep in mind the context in which the child is raised. Each family’s set of rules, way of communicating, neighborhood, history, status, and environment is unique. While there are some universals, what is considered developmentally appropriate for one culture may not be for another culture. For instance, the ways adults talk with children can vary widely depending on the culture. Some cultures rely heavily on verbal communication while others rely more on non-verbal communication. Cultures can also vary in their norms around children’s freedom to move freely around a space. Some cultures allow children to move freely while others expect that children ask permission from an adult. Differences in these norms may mistakenly be seen as behavior issues by professionals (Blums & Holloway in Julien et.al, 2023).
Culturally relevant pedagogy is the practice of including ideas and artifacts that refer to a child’s individual culture. This concept also extends to assessments. When measuring development using assessments, it is important to consider the cultural relevancy of the assessment. Does the assessment allow for children who speak multiple languages or those who do not have a familiarity with classroom materials? Imagine, for instance, that your assessment references American football. What happens when you have a child in your class who has just moved from India? Will her assessment be meaningful if she doesn’t understand the rules of American football? Teachers can be mindful of such differences when assessing children. The best way to stay informed about cultural practices is to develop reciprocal communication and strong relationships with the children's families (Blums & Holloway in Julien et.al, 2023).
With regard to context, and developmentally appropriate practice, in general, it is important for early childhood professionals to recognize and fight against their own biases and the biases in society that could undermine a child's growth and well-being. Part of working towards this goal is committing to the professional responsibility of being a life-long learner and fostering life-long learning in children. This means staying up-to-date on research, as well as listening and learning from the families and communities they work with (NAEYC, 2020)
References
Blums, A. & Holloway, S.N. (2023). Developmentally appropriate practice. In Julien et.al. (2023). Introduction to early childhood education. Libretexts.
National Association for the Education of Young Children. (2020). Developmentally appropriate practice (DAP) position statement. NAEYC.