Building Culturally Responsive     Family Partnerships              in Early Childhood Education      Rocky Mountain Early...
Building Culturally Responsive    Family Partnerships in Early Childhood Education                    Sherry Taylor, Ph.D....
Today‟s Focus: Supporting young learners -Teachers and students today -Culturally responsive skills & understandings -Fami...
But first, let‟s begin with YOU         • What is your position and           classroom context?         • Who are your st...
Culture: What is culture?       1. Everything you believe in &       everything you do that identifies you as       a memb...
Students Today:Demographic Trends in U.S. Educational Contexts  1.04 millionimmigrate to US                               ...
Teachers Today     • Predominantly female (75%);     • Native English speaking from a       White (non-Latino) background ...
What is involved in being aculturally responsive teacher?
What is involved in being a culturally responsive teacher?            Rarely – Seldom – Sometimes – Often - Usually1) I am...
What understandings & skills are practiced by culturally   responsive teachers?
Culturally responsive skills &understandings used by teachers         • Understand how learners construct           knowle...
Teachers who adhere to culturally responsive & relevant teaching         • Capitalize on their students’           home & ...
Responding to the culture you  bring into the classroom         • Questions to consider           – Am I providing materia...
Learning about families‟ valuable    resources & experiences               “To understand the home and                 com...
Learning about families‟ valuable   resources: Taking Action   Home Visits: Questions you might ask?        – What does yo...
Learning about families: Learning to listen           • Sample questions to help you learn about             children‟s fa...
Learning about families at conferences           • Listen & take a break from             the role of „expert‟           •...
Learning about families‟ valuable      experiences: Inquiry          -Community-based information shared          by child...
Building family partnerships       • Invite families to share their         interests and talents.       • Allow for flexi...
Building Family Partnerships• Ask families to share their own learning  goals and provide opportunities to meet  them.• En...
Building family partnerships with the              community• Connect families to community resources  and to each other
Questions to consider as youmove forward on your journey:        • What do you already do to build          partnerships w...
On Your Own: Personal Survey & Reflection1) I understand how differences in     3) I have assessed the   student cultural,...
Thank you!Your questions?
Beeman, K. Urow, C. (2013). Teaching for biliteracy:             Strenthening bridges between languages. Philadelphia,Refe...
Upcoming SlideShare
Loading in …5
×

RMECC 2013 Sherry Taylor & Isabelle Smith

652 views

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
652
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • AUDIENCE INVOLVEMENT: Share with your “elbow partner” ---- and respond to these questions (not all Qs show up at once)
  • AUDIENCE INVOLVEMENT: Read each definition. Select the definition that you prefer. Take a “stab” at describing your culture using either #1 or #2 as a guideline.
  • AUDIENCE INVOLVEMENT: On your own, read & rate statement 1-8 (jot down your ratings on power point slides/handout) SHARE your response to ONE statement with an elbow partner
  • AUDIENCE INVOLVEMENT -- SELECT ONE ITEM ---- REFLECT ON HOW YOU PUT THIS IN PLACE ……
  • FUNDS OF KNOWLEDGE = The cultural resources that children and families have/use in their homes and communities. E.g., families and children may be very knowledge about gardening, auto repair, caring for crops, making & selling tortillas or tamales, …running a family business, etc.
  • Nutrition Classes, Healthy Learning Pathways, Literacy and Language Development, Use staff expertise
  • Children’s Museum, Play Dates in various places, Lowes, Public Library, Open Space
  • RMECC 2013 Sherry Taylor & Isabelle Smith

    1. 1. Building Culturally Responsive Family Partnerships in Early Childhood Education Rocky Mountain Early Childhood Conference Friday, March 1, 2013
    2. 2. Building Culturally Responsive Family Partnerships in Early Childhood Education Sherry Taylor, Ph.D. Associate Professor & Program Chair Literacy, Language & Culturally Responsive Teaching University of Colorado, Denver Isabelle Smith, MA ECSE Pre-School Teacher, Boulder Valley School District Lead Instructor in Early Literacy Certificate Program University of Colorado, Denver
    3. 3. Today‟s Focus: Supporting young learners -Teachers and students today -Culturally responsive skills & understandings -Families‟ valuable resources & experiences -Building family partnerships using: Engaging families as partners Cross-cultural supports Authentic assessments
    4. 4. But first, let‟s begin with YOU • What is your position and classroom context? • Who are your students? • What interests you about building culturally responsive family partnerships? • What do you already do to build these partnerships? • How do want to expand your efforts to build culturally responsive partnerships with students? With their families?
    5. 5. Culture: What is culture? 1. Everything you believe in & everything you do that identifies you as a member of a group & distinguishes you from members of other groups (Robins, Lindsey, Lindsey & Terrell,2011). 2. The ever-changing values, traditions, social & political relationships, and worldview created, shared, and transformed by a group of people who are bound together by a combination of factors (Nieto & Bode, 2011).
    6. 6. Students Today:Demographic Trends in U.S. Educational Contexts 1.04 millionimmigrate to US A large yet yearly 1 in 5 children undetermined # of have a foreign- undocumented born parent immigrants arrive annually 70% of student population consistsof student of color in Currently nearlythe 20 largest school By 2025, 40% of the school-age million ELL districts population will be students attend students of color US schools Some ethnic groups are overrepresented in special education 95% of students By 2025, 1 in 4 programs and with disabilities are students will underrepresented in served in general initially be gifted programs education classified as an classrooms. ELL student
    7. 7. Teachers Today • Predominantly female (75%); • Native English speaking from a White (non-Latino) background (83%); Less than • 10% are African American: • 6% are Latino; • 1% Asian American; • .8% Native American
    8. 8. What is involved in being aculturally responsive teacher?
    9. 9. What is involved in being a culturally responsive teacher? Rarely – Seldom – Sometimes – Often - Usually1) I am aware of my own culture & ethnicity. 4) I know the country of origin of each of my students &2) I am comfortable talking about my his/her parents. culture & ethnicity. 5) I understand the factors that3) I know the effect that my culture & affect acculturation. ethnicity may have on the people in my work setting including students & 6) I understand the ways a their families. learner‟s culture may influence learning. 7) I understand the ways my culture – as a teacher – may influence my teaching. 8) I understand the ways the culture of the school influences school norms, expectations, interaction, behaviors & communication.
    10. 10. What understandings & skills are practiced by culturally responsive teachers?
    11. 11. Culturally responsive skills &understandings used by teachers • Understand how learners construct knowledge & have the skills to help learners to do this; • Take time to learn about the lives & cultures of their students; • Use their knowledge of students to design instruction that builds on Ss’ foundations, strengths & cultural perspectives; • Are socio-culturally conscious, meaning they recognize there are multiple ways of perceiving reality; • Recognize students’ differences as resources not as problems to overcome. (Villegas & Lucas, 2007)
    12. 12. Teachers who adhere to culturally responsive & relevant teaching • Capitalize on their students’ home & community cultures; • Empower students (intellectually, socially, emotionally) by making connections with their culture as they teach content, skills & attitudes; • Keep the class focused on instruction & use methods that suggest to students that they are capable of learning.
    13. 13. Responding to the culture you bring into the classroom • Questions to consider – Am I providing materials, conditions, and experiences that allow all of my students to explore, expand, and value their cultures and the cultures of others? – What social hierarchies are present in my classroom? Who works and plays together? Who gets to be in charge? (Owocki & Goodman, p.24, 2002)
    14. 14. Learning about families‟ valuable resources & experiences “To understand the home and community environment, teachers may observe and participate in community life, interview community members, and visit students’ homes.” (Diaz-Rico & Weed, 2010) What steps do you take to learn about the students‟ home & community environment?
    15. 15. Learning about families‟ valuable resources: Taking Action Home Visits: Questions you might ask? – What does your child do well? What do you enjoy doing as a family? – What changes has your child experienced? (health, re-location, family members & home context) – What goals to you have for your child this year? What are your hopes and worries? – Where does your child go after school? • “Getting to know” questionnaire (Owocki & Goodman, p.97-98, 2002);
    16. 16. Learning about families: Learning to listen • Sample questions to help you learn about children‟s families: – What funds of knowledge are present in the child‟s home? (Gonzalez & Moll, 2002) – What materials are available in the home? Which are regularly used? – What types of interactions and relationships does the child have with others in the home? – What is the child’s language background and experience? – What do family members recall about their own learning and school experiences? Home-based information (Owocki & Goodman, p.23, 2002)
    17. 17. Learning about families at conferences • Listen & take a break from the role of „expert‟ • Use videos to explain and share what the child is doing at school • Think about the physical environment during each conference; Are you seated in a way that encourages sharing & conversation?
    18. 18. Learning about families‟ valuable experiences: Inquiry -Community-based information shared by child‟s family (Owocki & Goodman, p.24, 2002); -Community tour by teacher:  Where do students in your class live?  How do they get to school? Route?  Where does the family shop?  What restaurants do they frequent?  What is the family’s entertainment? Where? -Life at home:  What responsibilities does the student have?  How does the student help the family?  What talents is the student praised for at home?
    19. 19. Building family partnerships • Invite families to share their interests and talents. • Allow for flexibility in your programing to incorporate a variety of families’ skills.
    20. 20. Building Family Partnerships• Ask families to share their own learning goals and provide opportunities to meet them.• Engage families in cross-cultural social experiences. Celebrate each other.
    21. 21. Building family partnerships with the community• Connect families to community resources and to each other
    22. 22. Questions to consider as youmove forward on your journey: • What do you already do to build partnerships with children & their families? • What steps will you take to expand your efforts to build culturally responsive partnerships with students & families? • Home visits? • Questions to prompt parents to share? • Use videos to show child‟s activity? • Listen more-Talk less with parents? • Family – community resources? • Other? Your ideas?
    23. 23. On Your Own: Personal Survey & Reflection1) I understand how differences in 3) I have assessed the student cultural, linguistic, and linguistic abilities of socio-economic backgrounds my students in affect language and literacy English and in their development. home language.2) I know the country of origin of each of my students and his or 3) I understand and her parents. respect my students oral language use, even when they may differ from my own use of language.
    24. 24. Thank you!Your questions?
    25. 25. Beeman, K. Urow, C. (2013). Teaching for biliteracy: Strenthening bridges between languages. Philadelphia,References PA: Caslon. Gonzalez, N. & Moll, L. (2002). Cruzando el Puente: Building bridges to funds of knowledge. Educational Policy, 16 (4), 623-641. Owocki, G. & Goodman, Y. (2002). Kidwatching: Documenting children’s literacy development. Portsmouth, NH: Heinemann. Robins, K.J.N., Lindsey, R.B., Lindsey, D.B. & Terrell, R.D. (2011). Culturally Proficient Instruction: A guide for people who teach. Thousand Oaks, CA: Corwin Press. Taylor, S.V. & Sobel, D.M. (2011). Culturally responsive pedagogy: Teaching like our students’ lives matter. Boston, MA: Brill Publishing. Villegas, A.M. & Lucas, T. (2007). The culturally responsive teachers. Educational Leadership, March 2007, 28-33.

    ×