Dear Colleagues,
The name of "my family's" country of origin is Cameroon, an African nation in the West Central Africa region. this family is receiving English as a second language instruction.
I am taking inspiration from the Earth Charter (2000), expecting that students will extend themselves beyond strong academic achievement to become true global citizens with both an awareness of and a concern for the people of the world and the Earth, on which we live (Miranda. 2010).
As an early childhood professional in a diverse classroom, I would give families forms to fill in where I would be informed about the family culture and what the family wants their progeny to be taught. I would ask my students to bring pictures of their families wearing their traditional outfit, which would be displayed in the classroom.
Each child would be required to show one or two items representing his culture. The teacher with the families would prepare events regularly where every culture would present their dance, food and anything regarding the family culture. In order to expose children to different cultures, every class would prepare presentations on different continents (Miranda. 2010).
All these events and efforts to better know each family and culture would be very instructive to both of us.
References
Miranda, E. (2010). Going global in Arlington, Virginia. Journal of Education for Sustainable Development 4(2), 219--226.
The name of "my family's" country of origin is Cameroon, an African nation in the West Central Africa region. this family is receiving English as a second language instruction.
I am taking inspiration from the Earth Charter (2000), expecting that students will extend themselves beyond strong academic achievement to become true global citizens with both an awareness of and a concern for the people of the world and the Earth, on which we live (Miranda. 2010).
As an early childhood professional in a diverse classroom, I would give families forms to fill in where I would be informed about the family culture and what the family wants their progeny to be taught. I would ask my students to bring pictures of their families wearing their traditional outfit, which would be displayed in the classroom.
Each child would be required to show one or two items representing his culture. The teacher with the families would prepare events regularly where every culture would present their dance, food and anything regarding the family culture. In order to expose children to different cultures, every class would prepare presentations on different continents (Miranda. 2010).
All these events and efforts to better know each family and culture would be very instructive to both of us.
References
Miranda, E. (2010). Going global in Arlington, Virginia. Journal of Education for Sustainable Development 4(2), 219--226.
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