This in-depth exploration discusses the need for addressing diversity and multicultural realities in the classroom from a global perspective. De Melendez and Beck's TEACHING YOUNG CHILDREN IN MULTICULTURAL CLASSROOMS: ISSUES, CONCEPTS, AND STRATEGIES, 6th EDITION, prepares you with the necessary knowledge, skills and strategies to create a developmentally appropriate, respectful and culturally responsive classroom and teaching environment. You'll find practical information and strategies that you can apply to classroom practice for young children. You'll learn to create engaging equitable learning experiences and how to establish respectful relationships between the school, community and family as essential partners that influence a child's success. Questions about non-traditional parents, addressing the well-being and learning needs of young children who are learning a second language, and supporting practices for a child with exceptionalities are also discussed.
Part 1: FOUNDATIONS FOR MULTICULTURAL AND DIVERSITY EDUCATION IN TODAY'S EARLY CHILDHOOD CLASSROOMS.
1. Living in Diversity: The Intricate Nature of Our Society.
2. The Nature of Culture, The Nature of People.
3. Families in Our Classroom: Many Ways, Many Voices.
4. Who is the Child: Knowing Children and Their Developmental Needs in a Diverse Society.
Part 2: EXPLORING THE ROOTS OF MULTICULTURAL EDUCATION: DIVERSITY AND SOCIAL JUSTICE ISSUES AND DIRECTIONS.
5: In Search of Social Justice: Tracing the Road to Multicultural Education.
6: Approaches to Multicultural and Diversity Teaching Practices: From Frameworks to Action.
Part 3: BRINGING IDEAS INTO ACTION: PLANNING AND IMPLEMENTING A DIVERSE AND CULTURALLY APPROPRIATE PROGRAM FOR ALL CHILDREN.
7. Classrooms, Where Words Become Actions.
8. Language Diversity in the Classroom: Working with Dual Language Learners.
9. Activities and Resources: A World of Possibilities!
10. Joining Hands: Engaging Families, Advocates, and the Community.
Appendix A: Recommended List of Selected Multicultural Children's Books.
Appendix B: Agencies and Organizations That Support Equity and Diversity.
Appendix C: Developing Multicultural Awareness: Sample Activities.
Glossary.
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Wilma Robles de Melendez
Wilma Robles de Melendez, Ph.D., is an associate professor of early childhood education at Nova Southeastern University in Fort Lauderdale, Florida. She has over two decades of experience in the field of early childhood and is a specialist in multicultural education issues and practices. An active member of state and national early childhood associations, she has written and published several articles in education journals as well as another text with Vesna (Ostertag) Beck for Delmar Learning: TEACHING SOCIAL STUDIES IN EARLY EDUCATION.
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Vesna Beck
Vesna Beck, Ed.D., was a university administrator and professor at the community college and university levels for over 40 years. During her 24-year tenure at Nova Southeastern University in Fort Lauderdale, Florida, she was the administrator of the doctoral program in organizational leadership and professor in the Master of Science in early childhood education where she taught research and assessment courses. Vesna’s partnership with Wilma, that began more than two decades ago, resulted in two books, many workshops, conference presentations, teacher training, and journal publications. Vesna is the co-author (with Wilma Robles de Melendez) of TEACHING SOCIAL STUDIES IN EARLY EDUCATION.
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Content in each chapter is now aligned with the NAEYC and InTASC standards. These guidelines provide the framework for the "Your Standards Portfolio" activity at the end of each chapter. Each chapter opens with a list of the NAEYC Standards and InTASC Standards that will be addressed in the content and topics that follow. A detailed correlation chart listing the standards covered in each chapter appears on the inside front and back covers of the book.
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Numbered Learning Objectives, listed at the beginning of each chapter and correlated with main headings throughout the chapter, provide a framework for students as they read and help them to locate key content and understand expected outcomes.
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Professional Resource Downloads include summaries of strategies and practices, checklists, sample questionnaires, activities, assessments and other useful documents that are downloadable and often customizable. The Professional Resource Download label identifies these items throughout the text.
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A vibrant full-color design featuring color photographs and improved color illustrations makes reading easier and helps to highlight important content.
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Chapter 8, about dual language learners, has been extensively updated and includes the most current information on ELLs/DLLs as well as comprehensive coverage of developmentally based teaching strategies.
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New or expanded coverage of global realities includes such topics as the immigrant and refugee crisis and poverty, executive functioning, and the latest findings and applications in brain/neuroscience research.
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Revised "Think and Reflect" boxes provide more opportunities for student self-reflection and engage readers with questions that encourage students to focus on their own values and biases. These reflections can be used as the basis for interesting activities and/or assignments about the students' ideas and experiences.
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Updated topical lists of children's books are found in "Literacy Connection" boxes. Children's literature found in "Literacy Connections" boxes can be used by students to start a library of multicultural children's books to use in the future. These lists are also available as Professional Resource Downloads.
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Revised "In Action" boxes offer hands-on class activities and assignments. These "In Action" boxes suggest discussions and activities focused on "doing" rather than personal introspection.
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The book contains many ready-made resources designed to assist instructors in planning engaging and meaningful experiences for students. The topics addressed include history of immigration, the meaning of culture, families and family models, developmental needs of young children, curriculum frameworks, gender equity, ESOL children and children with special needs, Developmentally Appropriate Practice (DAP), social justice and diversity issues and challenges in education, anti-bias practices, and the role of the teacher and curriculum development. Extensive lists of multicultural children's books appear in each chapter and in Appendix A.
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"Focus on Classroom Practices" boxes provide ideas for classroom projects and activities that students can later use in their professional careers.
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“Through the Lens of Culture” boxes provide experiences and vignettes on diversity and cultural practices using a global perspective.
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"Your Standards Portfolio" focuses the students' knowledge on the pillars of the profession using both the NAEYC and InTASC standards as guiding points. The experiences with the professional portfolio will serve them well in other courses and when they seek employment as early childhood educators.
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The book's breadth and numerous resources for practical application allow instructors to pick and choose the content and the emphases that are best suited to their students. For example, if the majority of students are interested in being teachers of young children with exceptionalities, class time and assignments can be focused on issues related to children with special needs. If many students show interest in collaborations with families and communities, the content allows for more emphasis on that area.
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