In and Out of the Matrix: Three Elementary Pre-Service Teachers\u27 Reflective Journeys toward Culturally Relevant Pedagogy

Heeding Hillard’s call for teachers to crack the walls of the matrix (inequitable schooling), this qualitative case study used Bronfenbrenner’s ecological systems theory as a theoretical lens and methodological tool to investigate the reflections of three elementary pre-service teachers. The first research question examined participants’ reflections as they were learning about teaching culturally and linguistically diverse students. The second question explored how these reflections connected to their developing culturally relevant beliefs and practices. To investigate these research questions the data sources collected for each participant included a pre/post Love & Kruger questionnaire, three individual semi-structured interview transcripts, eight written course documents, and two individual member written records. Cross case and within case analyses were conducted using a priori and open coding for all data and utilized the analytic strategy of relying on theoretical propositions. The theoretical proposition for this study was that teachers who reflected across systems of influences had more culturally relevant beliefs and practices. Findings from the cross case analysis suggested that (a) participants’ had shared patterns of reflectivity (b) drew upon multiple tools of references when confronted with less culturally relevant teaching in the field and program and (c) some course assignments facilitated participants’ reflection across systems more than others. The results from the within case analysis suggested that (a) participants’ racial identity experiences were the lenses they used to reflect on what being a culturally relevant teacher meant (b) some participants experienced cultural dissonance in the teacher development program as they considered culturally relevant pedagogy and (c) critical reflections across systems of influence revealed more developed understandings of culturally relevant pedagogy. This study offers insights about using critical reflectivity in developing pre-service teachers’ understandings of culturally relevant pedagogy

Review of \u3ci\u3eForming ethical identities in early childhood play\u3c/i\u3e by Brian Edmiston

What do parents and educators do when a child pretends to be a roaring T. Rex who devours his victims or becomes a dragon that burns fields and houses? Does allowing young children to engage in violence during pretend play negatively influence their moral and ethical development? In Edmiston’s book Forming ethical identities in early childhood play (2008), he boldly addresses this question using both experiential as well as scholarly evidence to support his proposition that children can develop an ethical identity through violent or what he describes as mythical adult–child play. The foundation of his proposition stems from a long-term case study in which he engages in mythical play with his son Michael (from 18 months to seven years of age). He continues his discussions with Michael to age 17. Edmiston presents Michael in discontinuous snapshots; in one section he may be three and another 13. Therefore, by the end of the book, we long to know more about the process of transformation Michael goes through in his development as a moral being. Although the methodological procedures of this case study are described only briefly, the author provides multiple examples of Michael as both villain and hero to demonstrate how adults can engage children in a reconceputalised version of play as ethical pedagogy and the long-term effects of such engagement. One of the strengths of a case-study approach is the context it provides for understanding the findings. We argue that the context we live in today provides urgency for considering how we become answerable for our actions. Because terrorism, war and violent acts are prevalent in our global societies, we find that his argument for more scholarly conversations on this matter is timely and socially relevant for parents and early childhood educators

Review of \u3ci\u3eForming ethical identities in early childhood play\u3c/i\u3e by Brian Edmiston

What do parents and educators do when a child pretends to be a roaring T. Rex who devours his victims or becomes a dragon that burns fields and houses? Does allowing young children to engage in violence during pretend play negatively influence their moral and ethical development? In Edmiston’s book Forming ethical identities in early childhood play (2008), he boldly addresses this question using both experiential as well as scholarly evidence to support his proposition that children can develop an ethical identity through violent or what he describes as mythical adult–child play. The foundation of his proposition stems from a long-term case study in which he engages in mythical play with his son Michael (from 18 months to seven years of age). He continues his discussions with Michael to age 17. Edmiston presents Michael in discontinuous snapshots; in one section he may be three and another 13. Therefore, by the end of the book, we long to know more about the process of transformation Michael goes through in his development as a moral being. Although the methodological procedures of this case study are described only briefly, the author provides multiple examples of Michael as both villain and hero to demonstrate how adults can engage children in a reconceputalised version of play as ethical pedagogy and the long-term effects of such engagement. One of the strengths of a case-study approach is the context it provides for understanding the findings. We argue that the context we live in today provides urgency for considering how we become answerable for our actions. Because terrorism, war and violent acts are prevalent in our global societies, we find that his argument for more scholarly conversations on this matter is timely and socially relevant for parents and early childhood educators

Reflective Journeys Toward Culturally Relevant Pedagogy

In this qualitative case study we used Bronfenbrenner’s ecological systems theory methodologically and theoretically to investigate the reflections of three elementary pre-service teachers as they were learning about teaching culturally and linguistically diverse students. Data sources included a questionnaire, interview transcripts, course documents, and individual written records. Cross and within case analyses were conducted using a priori and open coding for all data utilizing the analytic strategy of relying on theoretical propositions. Findings suggested that participants’ reflected beyond the classroom on influences that impact the education of diverse students and there were program specific factors that encouraged critical reflectivity across systems of influence. This study offers insights about using critical reflectivity in developing pre-service teachers’ understandings of culturally relevant pedagogy. In this qualitative case study we used Bronfenbrenner’s ecological systems theory methodologically and theoretically to investigate the reflections of three elementary pre-service teachers as they were learning about teaching culturally and linguistically diverse students. Data sources included a questionnaire, interview transcripts, course documents, and written records. Cross and within case analyses were conducted using a priori and open coding for all data utilizing the analytic strategy of relying on theoretical propositions. Findings suggested that participants’ reflected beyond the classroom on influences that impact the education of diverse students and there were program specific factors that encouraged critical reflectivity across systems of influence. This study offers insights about using critical reflectivity in developing pre-service teachers’ understandings of culturally relevant pedagogy

Culture Matters — Strategies to Support Young Children’s Social and Cultural Development .G2241

How particular groups of people live is called culture. Learning more about cultural diversity can expand an appreciation and enjoyment of others. This publication describes ways that early childhood professionals can help support young children’s social and cultural development

Community Capacity Building: Supporting Military Children and Families Environmental Scan of Extension Professional Development Opportunities for Early Childhood and School-Age Providers: Final Report

The purpose of this environmental scan was to discover what professional development is offered through the Cooperative Extension System to early childhood or school age providers across the nation. A secondary focus was to assess the availability of professional development opportunities offered through the Cooperative Extension System for providers who serve children (birth–12) from military families, both on and off installation. Through this process, the strengths of Extension were highlighted and existing resources that could be replicated for use in other states were identified

Rural Hispanic Youths\u27 Perceptions of Positive Youth Development Experiences

An exploratory study examined rural Latino youths\u27 perceptions regarding positive youth development (PYD), particularly related to aspects such as the definition of PYD, potential benefits of PYD, and motivations for participating in PYD activities. A total of 28 self-identified Hispanic youths participated in focus groups. Findings suggest that participants identified key components of PYD (e.g., skills gained through participation) that are generally consistent with broader research on the topic. Youths\u27 motivations for participating in PYD programs included familial encouragement, availability of the programs, and the engaging/enjoyable nature of the programs. Potential implications for Extension professionals are discussed

Infants and Toddlers —Developing More Than One Language .G1989

StoryQUEST’s Vision: High-quality early relationships and experiences throughout their daily routines provide each infant and toddler with the tools and skills to build a strong foundation for future school readiness. Families, caregivers, and communities as a whole collaborate to enable all children to become highly competent in language and literacy. This series was developed as part of a national research project — StoryQUEST — through the California Institute on Human Services, Sonoma State University. Toddlers who are learning more than one language benefit from having supportive adults helping them. Learn strategies to assist them in this NebGuide, the sixth in a series of nine. When infants and toddlers are developing more than one language, the goal is that they will learn English and develop fluency in their home language. Children can become truly bilingual and use two or more languages with equal fluency. Children, families, schools, and communities all benefit when children keep their connection to their language and heritage. Children best learn language skills in caring, one-on-one relationships that lead to frequent interactions in which they know they will be understood. Close relationships between providers and families support a child’s efforts to learn English while still developing her/his home language(s). Adults can support young children who are developing their home language and English, and ready them to succeed in school in the United States

CAR — A Strategy for Learning .G1988

StoryQUEST’s Vision: High-quality early relationships and experiences throughout their daily routines provide each infant and toddler with the tools and skills to build a strong foundation for future school readiness. Families, caregivers, and communities as a whole collaborate to enable all children to become highly competent in language and literacy. This series was developed as part of a national research project — StoryQUEST — through the California Institute on Human Services, Sonoma State University. Use the CAR (Comment, Ask, Respond) strategy for learning to help your child’s literacy development. This is the fifth publication in a series of nine