From enrich every student’s knowledge on diversity and

From many years ago up until now, teachers
are being faced and challenged to widen their knowledge on teaching strategies
to meet the needs, strengths and weaknesses of students from a different
diversity of backgrounds, cultures and abilities. Students can unfortunately
face social discrimination, live in poverty, suffer from certain mental or
physical disabilities, or could be immigrants or feigners, and numbers are on
the increase. On the contrary, every child is born with her or his own
characteristics, abilities and learning interest. What teachers will teach
these children will affect their educational development, social skills and
also will enrich every student’s knowledge on diversity and differences.
Children bring certain experiences, stories and cultures to the school which
offer diversity and are a great opportunity for the teacher and children to
engage and learn new things that would be very hard to learn without hands-on experience
passed on through the student’s prior knowledge. These types of students are resources
who have the chance to enriching the other students. They bring different
ideas, arts, language, food and abilities. The classroom community will then be
able to develop skills and respect for others.

groups need to be included and this inclusion is a process. A limited
conception on multicultural education is given. Changes need to be done to
include different ethnic groups, women, students with disabilities, LGBT
students, people with a low income and cultural groups, from the early years
all the way to the work place in society. The education system should develop
educational guidelines which should be obeyed and respected when taking into
account the diversity of the children’s characteristics and needs. Early year
settings must not treat disabled and culturally diverse children with less
respect, love or care than non-disabled and local children. Also, the
environment must be accessible for everyone, by making correct adjustment
before it’s too late.

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very stereotypical statement made by educators is that they have very low
expectations for students who come from a diverse, racial, ethnic, minority and
low-earning backgrounds. The stereotypical fact is that they perform badly
during tests. Their tendency is immediately give up on them and fail to
challenge and bring out their true knowledge. They associate them with
uneducated and low-class families. Once that assumption is made, then they
question ‘Why bother?’. The family would be blamed for being labelled
uneducated and therefore the teachers give up trying on educating these types
of children. Each and every child has his or her own intelligence that needs to
be found through the teachers help. Teacher can challenge the children with
suitable yet demanding activities. Also, these children can bring their own
cultural experiences and traditions in to the class. Children should never be
discriminated for who they are because there is always something positive that
will one-day aid society.

common fixated thought is related to children with disability. The initial
thought of any person who has to take care of a child with disabilities thinks
that he or she is going to be a burden. A teacher who has a child with either a
mental or physical disorder will begin to become frustrated because it means
that there is going to be that extra hassle and effect all because of this
child. When in fact, this child who has his own experiences, can be just like
any child and not cause as much stress. The teacher should be privileged as she
is now going to begin to see things from a different view and also has the
opportunity to bring the child out of his or her shell and break the
stereotype. This can be done through the support of the parents and school
staff. The teacher could plan activities that incorporate the children’s
knowledge, ability and skills. Whilst providing these activities, the teacher
must keep in the min that the area must be safe and that the activities support
learning, development and support a positive reflection towards diversity.
Through the collaborative work between the children and the teacher, the work
can be monitored and accessed and self-report can be done by the teacher as a
sort of. Furthermore, the community will help the teacher develop a diversely
responsive classroom for all children of all needs. Therefore, this creates
access to a mainstream school and accommodate the children with a child-centred
approach according to their needs and interests.

According to Hugh Mehan, research has
shown that schools do not provide students with equal educational
opportunities. These types of students are automatically placed or ranked in
low-graded classes and would rarely manage to make their way up to higher
ranked classes. This leads to a lack of preparation and etiquette for the
future social and economic life.

Early year teachers explore the values and
practices of children with families of diverse cultural backgrounds. There are
instances where parents feel the lack of connection, all because they have a
different background. Some parents feel it during ‘sports day’ or during
physical education lessons because their child would not be given enough
attention or allowance to participate. There are ways of including physically
unable children during sports. Another instance when the parents feel a lack of
connection is when they cannot afford to buy their children everything that
they may need for school, or sent them to after-school activities or outing
with their friends. Unfortunately, in this case, both the parents and the
children feel the lack of connection towards the school. A different instance
which is mostly felt is when feasts and traditions are celebrated at school
because they are local things, while the foreign feast, traditions and rituals
are not respected. Also, the children who do not follow a local religion, would
still be present in class. Therefore, this is a lack of respect to the children
and their families. A way of trying to involve the families of these children
is through asking the parents what they expect from their own children. They
would have different perspectives and interests that would descend from their
innate values. Parent involvement can aid the whole community of the school as
it would bring equality and new challenges that communities can work through
together. Teachers can also do hands-on projects regarding different abilities
and cultures in the class. The school would provide all materials so no extra
expenses would be made by the parents. Once a project is complete, then an open
day for the parents of the class could take place and the children can show off
their work and receive feedback from the parents.

Students from diverse racial, ethnical and
social class groups should receive educational equality just as the locals do.
Also, equality in both male and female education is something that needs to be
worked on in developing countries. In the current situation, female children
are neglected in some schools and no excepted into others. They would live an
illiterate life and work from home for the rest of their life. Only in
developed countries are educators intelligent enough to accept females into
schools, as well as males. But, one global problem is when it comes to
accepting different racial and ethnic groups. Teachers should support the
identity of all the children.

The child’s wellbeing and heath must be
supported and protected. Easily accessible areas for children with physical
disability must be respected and taught thoroughly through. A classroom can be
made accessible by leaving enough space between one table and another, by
providing low shelving and also a daily ‘chores’ chart that allocates certain
helping jobs that the children can do to help the differently abled child. Apart
from the classroom, the whole school must be fully accessible by all students,
such as lifts, railings ramps, and these things must be done before any
differently abled children enter the school.

Educational multiculturalism is trying to
form equality and justice against the school social culture, through
integration. There are many ways to how one can change an average early year’s
classroom to one that is a multicultural classroom with multicultural goals.
Each change or goal comes with a number of steps that need to be tackled before
reaching the final aim. The initial step of a multicultural classroom is to aid
children to recognise the differences and similarities of all the people around
the world. When children have the freedom to explore different cultures, it
exposes them to different rituals, values, traditions and customs. These all
lead to different opportunities for the children to share their backgrounds to
the others. It is also a form of interaction between all kids. Such experiences
allow children to realise that everyone has their own story which makes them
different and special, yet similar. The realisations help today’s young
children learn to accept differences and to eliminate judgement and racism.
Therefore, encouraging children to accept, respect and including people from
all cultures and backgrounds, from such a young age is of utmost importance.
Another goal for a multicultural classroom is the encouragement of the correct
social skills especially when dealing with different cultures, so that children
as well as adults can work and get along well with others. The children will
start to see and listen to the other’s opinions and reasons as well as
individuality. Once the bond, respect is build and strengthened, then the
foreign children feel much better about themselves and appreciated even more.
These goals will aid in integrating all the children in the early year’s
classroom as well as build the missing self-confidence that many children would
be missing.

All this can take place only the teacher
is well informed and prepared with regard to the knowledge and sense of the
present cultural identities she or he has. They must be educated on the
cultures beliefs, customs and traditions. The role of the educator in the
classroom is change and implement new and different methods to compliment the
diversity that the modern world is facing and that these young children are
seeing every day in the classroom. Teachers can express diversity through
different techniques, such as project work. This is done by challenging the
curriculum by utilising the cultural resources brought to the school by the
children. The resources are the students themselves who talk about their heritage
and from that, the teacher would develop some games and learning activities.
The teacher would use examples from the various cultures, to bring out a point
through activities. Like this, the teachers help students to understand and
investigate the differences in cultures, perspectives and traditions. All this
hard work and preparation comes from previous and continuous training done by
all the teachers and kindergarten assistants. Multiculturalism is not thought
by the book but through experience.

Another aspect the teacher must have, is a correct
attitude towards acceptance and respect for the other cultures. This is done with
an open mind. The children learn a lot from the teacher, so this attitude would
be picked up immediately. They would pick up the acceptance and respect that
the teacher would have towards other students. Teachers help settle racial
attitudes, but this is first done through the teacher herself, and then
presented to the children. In this way, teachers are supporting the cultural
identity of each and every child present. They develop a bond with their
students, through which, one finds it easier to communicate the positivity and
successfulness there would be present. Unfortunately, if teacher have a lack of
experience in the field of diversity and positive attitudes towards minority
groups, then process cannot be made and we remain in the say situation.

            To connect
with the children of this modern world, teachers must use technology during their
activities. The children are growing up in a world surrounded by technology so
they are exposed to it from a young age and therefore they naturally speak the
language of technology. In class, the teachers or assistants should try to
include the children’s interests into online activities, as well as in the
curriculum. This connects the children’s interests and their technological
skills. The learners would be engaged in useful and meaningful learning, also,
it engages students to find out the link between their interests and the
curriculum, by themselves. This too helps the teacher teach about internet
safety to the children. Another modern movement is the student-centred
approach. This gives the children the opportunity to make certain decisions that
involve the whole class. This enforces class participation and encourages teamwork.
The teacher is there to act as a facilitator who watches over the children and
supports their ideas. They will develop the children’s interests and form
activities that will teach the children new and interesting, yet informative
things This cross-cultured sharing is being encouraged and emphasised by the Te
Wh?riki. It also emphasises on the critical role of society and culturally
learning, such as language, arts, traditions and histories, and relationships
of children with people, places and things. Children learn through collaboration
with adults, through parent/guardian connection, and peers, also through
observation of others, as well as through individual exploration and

relates to the traditions, beliefs and values shared between a community. Every
single person forms part of a community from birth and one could even be part
of a multicultural community from birth too. During one of the lesson
activities, an early year assistant might want to introduce culture as a topic.
In this situation, she or he could ask the class for some information on what
they know about knowledge, as this is encouragement for prior knowledge and also
confidence. From here, the teacher could draw up a web diagram by using
pictures to describe that the children would have said, and then doing research
to back up what was said. After this stage, activities and projects can be
formed and done in class for a number of weeks. Their work and progress would
then be displayed in class for others to see.

            Most young
children come to school with negative racial attitudes as well as lack of
respect to those who are differently abled. These attitudes are reflected off
their parents/guardians onto the children who then repeat. School helps
students to form a positive attitude towards diversities around them. As a
result, children understand the capability of reason as well as integration
between all students which eliminates separation and judgement. Students who
experience diversity and integration from a young age, are more likely to begin
to play collaboratively with classmates and then progress to facing the future
with more respect and confidence.