It's been a minute since I been on this blog but it's good to revive it.
As an opportunity to mentally prepare for my own dissertation further into my program, I have the opportunity to evaluate one that discusses the importance of quality environments in the Early Childhood Education setting.
The dissertation :
IMPROVING CULTURALLY RESPONSIVE PRACTICES IN EARLY CHILDHOOD
EDUCATION THROUGH COACHING: A DISSERTATION STUDY INVOLVING A
MULTIPLE BASELINE ACROSS PARTICIPANTS DESIGN
This dissertation discusses the importance of having teacher's importance of having culturally responsive and relevant teaching practices when dealing with children from disenfranchised communites and marginalized demographics.
The literature review for this dissertation has reviewed information concerning positive behavior and reinforcement strategies (PBIS) and the importance of culturally and socially responsive techniques to build a healthy classroom environment.
A few of the sources were:
Briesch, A.M., Ferguson, T.D., Volpe, R.J. & Briesch, J.M. (2012). Examining teachers’
perceptions of social-emotional and behavioral referral concerns. Remedial and Special
Education 34(4).
( Evaluates the importance of implementing social- emotional learning (SEL) techniques and strategies to implement with children of color and children that qualify as "special need" under Disabilities Act (2004). This study looks into the importance of implementing SEL learning techniques prior to enforcing negative and potentially detrimental consequences that are disproportionately affecting Black and Brown students.)
Gay, G. (2002). Culturally responsive teaching in special education for ethnically diverse
students: Setting the stage. International Journal of Qualitative Studies in Education, 15(6),
613–629. http://doi.org/10.1080/0951839022000014349
(This study evaluates how European- centric teaching strategies and culture have become the normalized standard of education. Teachers are encouraged to understand and relate to students of ethnic communites in order to better instruct them inside the classroom as well as become responsive to cultural needs outside the classroom.)
Hemmeter, M. L., Snyder, P. A., Fox, L., & Algina, J. (2016). Evaluating the implementation of the Pyramid Model for promoting social-emotional competence in early childhood classrooms. Topics in Early Childhood Special Education, 36(3), 133-146.
(Evaluates three tiers of positive behavior models to implement on both a macro and micro level concerning student behavior, classroom culture, and teacher/student positive relationships. This study looks into the opportunity for education centers to create universal practices that benefit ALL students within a nucleus , classroom practices that benefit a healthy classroom environment for specific students, and lastly opportunity for teachers to dedicate space to build intimate relationship with students that have leverage to devoid negative student behavior)
The study utilizes 4 different classrooms led by white, female teachers between the ages of 18-54. The teachers were instructed to participate in workshops that centered around techniques and behaviors that would increase inclusion and diversity. Materials like books, posters, and toys were utilized and implanted.in daily classroom in classroom routine. Results showcased all four teachers were able to effectively implement new, deliberate opportunities to delivery more inclusive teaching methods and strategies- encouraging student play with toys of ethnic background, literacy with diverse groups, etc.- with 3 out 4 teachers taking interest to immerse themselves in further cultural responsiveness trainings.
I found this study to be refreshing because it highlights our transition into the modern era and the new "normal" of the classroom demographic. We are no in a generation of the most multi-ethnic, diverse generation. Students of ethnic background with multiple language homes are becoming a new standard that having a Eurocentric curriculum and normalized culture is detrimental in shaping and acknowledging the identities of students that do not fit this mold. It is helpful to identify, acknowledge, and positively associate students of color and diverse backgrounds with positive social, behavioral, and emotional responses.
