Start with Us! Culturally Relevant Pedagogy in the Preschool Classroom

Tonia R. Durden, Elsita Escalante, Kimberly Blitch

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

Using an ethnographic case study approach, we examined how teachers and parents within an ethnically diverse early childhood program conceptualized and implemented culturally relevant pedagogy and how these primary caregivers were encouraging children’s socio-cultural development and awareness. Data sources included questionnaires, interview transcripts, and observational field notes (classroom and community). Findings suggest there were multiple strategies and resources teachers used to facilitate the socio-cultural growth of young children indicative of culturally relevant practices. However, we discovered there were mediating factors that impacted how and whether teachers were able to implement culturally relevant pedagogy in the early childhood classroom.

Original languageEnglish (US)
Pages (from-to)223-232
Number of pages10
JournalEarly Childhood Education Journal
Volume43
Issue number3
DOIs
StatePublished - May 1 2015

Fingerprint

Teaching
classroom
Information Storage and Retrieval
teacher
childhood
Caregivers
sociocultural development
Parents
Interviews
caregiver
parents
Growth
questionnaire
interview
resources
community
Surveys and Questionnaires

Keywords

  • Culturally and linguistically diverse children
  • Culturally relevant pedagogy
  • Early childhood education
  • Teacher development

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Start with Us! Culturally Relevant Pedagogy in the Preschool Classroom. / Durden, Tonia R.; Escalante, Elsita; Blitch, Kimberly.

In: Early Childhood Education Journal, Vol. 43, No. 3, 01.05.2015, p. 223-232.

Research output: Contribution to journalArticle

Durden, Tonia R. ; Escalante, Elsita ; Blitch, Kimberly. / Start with Us! Culturally Relevant Pedagogy in the Preschool Classroom. In: Early Childhood Education Journal. 2015 ; Vol. 43, No. 3. pp. 223-232.
@article{a9fdb118a77c4fc9b38a5a0289032edc,
title = "Start with Us! Culturally Relevant Pedagogy in the Preschool Classroom",
abstract = "Using an ethnographic case study approach, we examined how teachers and parents within an ethnically diverse early childhood program conceptualized and implemented culturally relevant pedagogy and how these primary caregivers were encouraging children’s socio-cultural development and awareness. Data sources included questionnaires, interview transcripts, and observational field notes (classroom and community). Findings suggest there were multiple strategies and resources teachers used to facilitate the socio-cultural growth of young children indicative of culturally relevant practices. However, we discovered there were mediating factors that impacted how and whether teachers were able to implement culturally relevant pedagogy in the early childhood classroom.",
keywords = "Culturally and linguistically diverse children, Culturally relevant pedagogy, Early childhood education, Teacher development",
author = "Durden, {Tonia R.} and Elsita Escalante and Kimberly Blitch",
year = "2015",
month = "5",
day = "1",
doi = "10.1007/s10643-014-0651-8",
language = "English (US)",
volume = "43",
pages = "223--232",
journal = "Early Childhood Education Journal",
issn = "1082-3301",
publisher = "Springer Netherlands",
number = "3",

}

TY - JOUR

T1 - Start with Us! Culturally Relevant Pedagogy in the Preschool Classroom

AU - Durden, Tonia R.

AU - Escalante, Elsita

AU - Blitch, Kimberly

PY - 2015/5/1

Y1 - 2015/5/1

N2 - Using an ethnographic case study approach, we examined how teachers and parents within an ethnically diverse early childhood program conceptualized and implemented culturally relevant pedagogy and how these primary caregivers were encouraging children’s socio-cultural development and awareness. Data sources included questionnaires, interview transcripts, and observational field notes (classroom and community). Findings suggest there were multiple strategies and resources teachers used to facilitate the socio-cultural growth of young children indicative of culturally relevant practices. However, we discovered there were mediating factors that impacted how and whether teachers were able to implement culturally relevant pedagogy in the early childhood classroom.

AB - Using an ethnographic case study approach, we examined how teachers and parents within an ethnically diverse early childhood program conceptualized and implemented culturally relevant pedagogy and how these primary caregivers were encouraging children’s socio-cultural development and awareness. Data sources included questionnaires, interview transcripts, and observational field notes (classroom and community). Findings suggest there were multiple strategies and resources teachers used to facilitate the socio-cultural growth of young children indicative of culturally relevant practices. However, we discovered there were mediating factors that impacted how and whether teachers were able to implement culturally relevant pedagogy in the early childhood classroom.

KW - Culturally and linguistically diverse children

KW - Culturally relevant pedagogy

KW - Early childhood education

KW - Teacher development

UR - http://www.scopus.com/inward/record.url?scp=84939891770&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84939891770&partnerID=8YFLogxK

U2 - 10.1007/s10643-014-0651-8

DO - 10.1007/s10643-014-0651-8

M3 - Article

AN - SCOPUS:84939891770

VL - 43

SP - 223

EP - 232

JO - Early Childhood Education Journal

JF - Early Childhood Education Journal

SN - 1082-3301

IS - 3

ER -