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ERIC Number: ED380240
Record Type: Non-Journal
Publication Date: 1995-Mar
Pages: 3
Abstractor: N/A
Family Involvement in Early Multicultural Learning. ERIC Digest.
Swick, Kevin J.; And Others
Recent studies suggest that the involvement of parents and teachers with young children provides natural opportunities for modeling and nurturing positive cultural attitudes. Strategies that support children's multicultural learning within a context of family involvement are of three types. The first of these is parent education and support. Teachers can support parents by holding orientation meetings to discuss multicultural curricula, sharing multicultural information, and helping parents find resources. The second strategy involves school-family curriculum activities. Activities and resources for children, parents, and teachers include study groups on cultural issues, field trips, the use of materials from various cultures in the classroom, multicultural displays, and original books created by children and their families. Multicultural resources and activities specifically for children include family stories written by children and their parents, children's literature that exhibits a multicultural perspective, storytelling by adults to children, videotapes, audiocassettes, and music produced by children themselves. The third strategy relates to parent-teacher partnerships. Parents can participate in establishing multicultural guidelines for the curriculum and can serve as resource persons for teachers. Teachers can share with families items such as books and videotapes that have a multicultural focus. Using these strategies, families and teachers can prepare children to become sensitive members of a multicultural community. (BC)
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, IL.
Grant or Contract Numbers: N/A