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ERIC Number: ED456182
Record Type: Non-Journal
Publication Date: 2001-Feb
Pages: 19
Abstractor: N/A
Reference Count: N/A
The Development of Course Content: Teaching Child Development from a Multicultural Perspective. Focus on African American Children.
Dixon, Gwendolyn
This paper addresses the dominant view from which child development is currently taught, examining the impact of culture on the developing child and offering a rationale for shifting paradigms toward a more inclusive framework of instruction. The dominant framework presents child development from a middle class white, generally western, paradigm. Culture is an important contributor to child development. Many aspects of culture represent adaptation to the environment in which the group lives. Though developmental processes (physical, affective, and social) probably emerge in a similar fashion across races, developmental differentiation beyond that related to constitutionally based individual differences is largely a function of the dynamic interaction between the child and both proximal and distal ecologies. Course content that considers child development from a multicultural perspective has several advantages for preservice teachers, diverse children, and society. For student teachers, it means increased effectiveness as teachers. For children, it means valuing of their worth as individuals and group members. For society, it means raised consciousness, which can affect social decisions made on behalf of children. A description of a course, Child Development: A Multicultural Perspective, is included. (Contains 22 references.) (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A