Influences On Communication: Identify At Least Two Aspects

Influences On Communicationi Identify At Least Two Aspects Of The Cul

Identify at least two aspects of the culture that an early childhood educator should be cognizant of when communicating to either the student or family members belonging to the selected culture. For example, some Asian cultures view direct eye contact as a sign of respect or politeness, while others may see it as intrusive or disrespectful. Understanding these cultural nuances is essential for fostering positive communication, building trust, and avoiding misunderstandings that could hinder the child's learning and family engagement.

Additionally, cultural attitudes towards personal space, gestures, verbal communication styles, and expressions of emotion can significantly impact interactions. For instance, in some cultures, tone of voice and indirect communication are preferred to maintain harmony and show respect, which can influence how educators interpret and respond to parental concerns or student behaviors.

Celebrating Diversity

To incorporate the selected culture into the classroom curriculum effectively, an educator could take several deliberate actions. Firstly, designing activities that highlight cultural traditions, stories, and holidays can promote cultural awareness and appreciation. For example, if the culture is Hispanic, celebrating Día de los Muertos or learning traditional dances and songs can immerse children in cultural experiences.

Secondly, integrating multilingual resources and encouraging bilingual storytelling can support language development and value linguistic diversity. Creating a classroom environment with books, visuals, and materials that reflect the child's cultural background fosters a sense of identity and belonging. This approach not only enriches the curriculum but also teaches all children about the richness of cultural diversity and inclusion.

References

  • Banks, J. A. (2014). An Introduction to Multicultural Education. Pearson.
  • Chen, X. (2016). Understanding Cultural Influences in Education. International Journal of Educational Research, 75, 101-113.
  • García, O., & Wei, L. (2014). Translanguaging: Language, Bilingualism and Education. Palgrave Macmillan.
  • Hawkins, D., & Smith, J. (2018). Cross-cultural Communication in Early Childhood Education. Early Childhood Education Journal, 46(4), 407–416.
  • Ladson-Billings, G. (1995). Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal, 32(3), 465–491.
  • Pennycook, A. (2010). Language as a Local Practice. Routledge.
  • Ting-Toomey, S. (1999). Communicating Across Cultures. Guilford Press.
  • Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
  • Villegas, A. M., & Lucas, T. (2002). Educating Culturally Responsive Teachers. SUNY Press.
  • Yousef, A. M. F. (2018). Cultural Sensitivity in Early Childhood Education. International Journal of Early Childhood Education, 24(2), 161-176.

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