Book Description
This supplemental text presents cultural differences relevant to all caregiving settings (day care, nursery, and preschool programs). Daily caregiving routines and objectives are stressed throughout, with emphasis given to the practical and immediate concerns of the caregiver. The book promotes sensitivity, communication, and problem solving as keys to providing what children need according to their individual development, their parents' beliefs, and the beliefs of the caregiver. Learning to communicate across cultures, even when a common language is not shared, is emphasized.
From the Publisher
Cultural pluralism as a source of strength and values. The theme of cultural pluralism provides a framework for caregiving that recognizes cultural diversity and strategies for avoiding stereotypes. The work of Louise Derman-Sparks in the Antibias Curriculum is featured.
Understanding the needs of individuals. The book promotes sensitivity, communication, and problem solving as keys to providing what children need according to their individual development, their parents' beliefs, and the beliefs of the caregiver. Learning to communicate across cultures, even when a common language is not shared, is emphasized.
Goals of multicultural caregiving. Four goals of multicultural caregiving are presented: improvement of communication and understanding between the caregiver and the parents; the development of an antibias curriculum; increased sensitivity to different cultural childcare practices and values; and improved caregiver ability to identify and avoid stereotypes.
Chapter 1 now includes concepts from Apprenticeship in Thinking, by Barbara Rogoff, which introduce two key themes: guided participation for children, and respect for a child's home culture.
Chapter 2 discusses the use of "cross-cultural exchanges," getting parents and caregivers to examine their own childhood experiences with diversity and the effects of these experiences on their personal development. The cultural role of silence in communication is also discussed.
In Chapter 3, more emphasis is given to problem-solving strategies (such as those found in the NAEYC publication, Developmentally Appropriate Practices) in dealing with cultural conflicts.
Chapter 6 now includes a new description of a typical classroom for 3-5 year olds and what are considered good activities for this age group.
A new section discussing the pros and cons of "Time Outs" has been added to Chapter 7
Understanding the needs of individuals. The book promotes sensitivity, communication, and problem solving as keys to providing what children need according to their individual development, their parents' beliefs, and the beliefs of the caregiver. Learning to communicate across cultures, even when a common language is not shared, is emphasized.
Goals of multicultural caregiving. Four goals of multicultural caregiving are presented: improvement of communication and understanding between the caregiver and the parents; the development of an antibias curriculum; increased sensitivity to different cultural childcare practices and values; and improved caregiver ability to identify and avoid stereotypes.
Chapter 1 now includes concepts from Apprenticeship in Thinking, by Barbara Rogoff, which introduce two key themes: guided participation for children, and respect for a child's home culture.
Chapter 2 discusses the use of "cross-cultural exchanges," getting parents and caregivers to examine their own childhood experiences with diversity and the effects of these experiences on their personal development. The cultural role of silence in communication is also discussed.
In Chapter 3, more emphasis is given to problem-solving strategies (such as those found in the NAEYC publication, Developmentally Appropriate Practices) in dealing with cultural conflicts.
Chapter 6 now includes a new description of a typical classroom for 3-5 year olds and what are considered good activities for this age group.
A new section discussing the pros and cons of "Time Outs" has been added to Chapter 7
