ERIC Number: ED493457
Record Type: Non-Journal
Publication Date: 2006
Bridging Cultures in Early Care and Education: A Training Module
Zepeda, Marlene; Gonzalez-Mena, Janet; Rothstein-Fisch, Carrie; Trumbull, Elise
Lawrence Erlbaum Associates (Bks)
This book is a resource designed to help pre-service and in-service early childhood educators, including infant-toddler caregivers, understand the role of culture in their programs. It is also intended for professionals who work with children and their families in a variety of other roles, such as social workers, special educators, and early interventionists, and for use in college courses focused on early childhood education and child development. The module explains and illustrates how early childhood educators can use the organizing concepts of individualism and collectivism as a means of understanding cultural conflict and difference. These concepts have been shown to be highly useful in improving home-school understanding across cultures. Based on real-life examples of cultural dilemmas in early care and education settings, participants engage the concepts of individualism and collectivism to solve a variety of scenarios in a dynamic and engaging manner. This book contains a preface and the following three chapters: (1) Introduction to the Training Module; (2) Facilitator's Script; and (3) Expanding the Learning. The following are appended: (1) Workshop Overheads; (2) Workshop Handouts; (3) Hofstede's Ratings of 50 Countries and Three Regions; (4) Best Use of the Training Module; (5) Pilot-Testing Results for the BC-ECE Training Module 2-Hour Workshop; and (6) Annotated Bibliography.
Descriptors: Early Childhood Education, Child Care, Individualism, Culture Conflict, Cultural Differences, Learning Modules
Lawrence Erlbaum Associates. 10 Industrial Avenue, Mahwah, NJ, 07430. Tel: 800-926-6579; Fax: 201-760-3735; e-mail: email@example.com; Web site: http://www.erlbaum.com.
Publication Type: Books; Reports - Descriptive
Education Level: Early Childhood Education
Audience: Students; Practitioners
Authoring Institution: N/A