From the Principal’s Desk
Connecting Children to Their Cultures and Communities |
By Francis Wardle, Ph.D. |
Early childhood programs and schools are part of a community. They reflect that community—its people, values, businesses, and resources. When I taught at PACERS school in Kansas City, Missouri, we actively used the community as a learning resource. We often visited Kaleidoscope (Hallmark Cards) to do art projects; our students pretended to drive the tractors, combines, and hay rakes at the Agriculture Hall of Fame; and we participated in historic events and activities at a 1850’s outdoor museum.
On a weekly basis we used the Jewish Community Center swimming pool for lessons, went bowling, practiced ice skating at the local rink, and visited the public library (Wardle, 1978). We also used the Kansas City Learning Center (a teacher resource center), visited Loose Park Rose Garden, and enjoyed the Harry Truman Museum in Independence, Missouri.
Another way we used the community was by soliciting a variety of student aides from local colleges and universities. And, on one Thanksgiving, members of a local Native American Nation visited the school, talked to the students about their perspective of Thanksgiving, and then we all sat down and ate the Thanksgiving meal together (Wardle, 1976).
Clearly this active use of community taught our students about the incredible resources available, about respecting and caring for resources like parks and outdoor museums, and the relationship between school, community, and culture.
Connecting Children to Their Cultures and Communities
There are, of course, many ways for early childhood programs to help connect the children they serve with their cultures and communities. These include, providing a program that welcomes and includes everyone, taking children into the community, and using community resources in the program.
Everyone Should Feel Welcome and Part of Your Early Childhood Community
Programs can do a variety of things to make each child and family feel welcome. These include using photographs and artwork throughout the entire building that reflect each family, making sure every child and family is reflected in program communication pieces (newsletters, reports, announcements), and assuring that educational materials—such as books in the parent lending library—provide something for everyone. This visibility in the program is particularly important for people who are usually overlooked, such as fathers (Cunningham, 1998/9) and multiracial and multi ethnic families (Wardle, 1999).
A special bulletin board that addresses the father’s role and provides parenting tips for fathers works well. Programs that respond to families’ unique needs make people feel welcome. When I was a Head Start director I noticed children from Jehovah Witness homes were asked to stay at home when we had any kind of celebration. Clearly these children did not feel connected to our program. So I talked at length with several parents about their culture, invited them to join our policy council (governing board), and made several changes in our approach to celebrations.
We also had an influx of Hmong families in our program, but knew nothing about their culture. So, we invited an expert to provide training to our staff, worked with local Hmong leaders, and expanded our somewhat restricted view of diversity (Wardle, 1991).
References
Cunningham, B. (1998/99). Men in child care. Child Care Information Exchange, Part 1, Sep/Oct; part2, Jan/Feb.
Wardle, F. (1976). You’ve come a long way. New Schools Exchange Newsletter, (April). 14-20.
Wardle, F. (1978). PACER Model: Education for democracy. Urbana, IL: ERICClearinghouse in Elementary and Early Childhood Education.
Wardle, F. (1991). Problems with Head Start’s multicultural principles. Manuscript. Denver, Colorado.
Wardle, F. (1999).Tomorrow’s children. Denver, CO: CSBC
June Newsletter
From the Principal’s Desk
On a weekly basis we used the Jewish Community Center swimming pool for lessons, went bowling, practiced ice skating at the local rink, and visited the public library (Wardle, 1978). We also used the Kansas City Learning Center (a teacher resource center), visited Loose Park Rose Garden, and enjoyed the Harry Truman Museum in Independence, Missouri.
Another way we used the community was by soliciting a variety of student aides from local colleges and universities. And, on one Thanksgiving, members of a local Native American Nation visited the school, talked to the students about their perspective of Thanksgiving, and then we all sat down and ate the Thanksgiving meal together (Wardle, 1976).
Clearly this active use of community taught our students about the incredible resources available, about respecting and caring for resources like parks and outdoor museums, and the relationship between school, community, and culture.
Connecting Children to Their Cultures and Communities
There are, of course, many ways for early childhood programs to help connect the children they serve with their cultures and communities. These include, providing a program that welcomes and includes everyone, taking children into the community, and using community resources in the program.
Everyone Should Feel Welcome and Part of Your Early Childhood Community
Programs can do a variety of things to make each child and family feel welcome. These include using photographs and artwork throughout the entire building that reflect each family, making sure every child and family is reflected in program communication pieces (newsletters, reports, announcements), and assuring that educational materials—such as books in the parent lending library—provide something for everyone. This visibility in the program is particularly important for people who are usually overlooked, such as fathers (Cunningham, 1998/9) and multiracial and multi ethnic families (Wardle, 1999).
A special bulletin board that addresses the father’s role and provides parenting tips for fathers works well. Programs that respond to families’ unique needs make people feel welcome. When I was a Head Start director I noticed children from Jehovah Witness homes were asked to stay at home when we had any kind of celebration. Clearly these children did not feel connected to our program. So I talked at length with several parents about their culture, invited them to join our policy council (governing board), and made several changes in our approach to celebrations.
We also had an influx of Hmong families in our program, but knew nothing about their culture. So, we invited an expert to provide training to our staff, worked with local Hmong leaders, and expanded our somewhat restricted view of diversity (Wardle, 1991).
References
Cunningham, B. (1998/99). Men in child care. Child Care Information Exchange, Part 1, Sep/Oct; part2, Jan/Feb.
Wardle, F. (1976). You’ve come a long way. New Schools Exchange Newsletter, (April). 14-20.
Wardle, F. (1978). PACER Model: Education for democracy. Urbana, IL: ERICClearinghouse in Elementary and Early Childhood Education.
Wardle, F. (1991). Problems with Head Start’s multicultural principles. Manuscript. Denver, Colorado.
Wardle, F. (1999).Tomorrow’s children. Denver, CO: CSBC
Inspirational Quotes for parents
Parent Reminders
ANCILLARY PROGRAMS
Monday Morning: Daisy Dance is a ballet, tap and a creative movement dance program designed to teach children a life long love of movement and provide a foundation for all dance genres. New dance sessions will begin in September. Click here for the registration form.
Tuesday Afternoon: T.O.T (Teams of Tomorrow) is an awesome training program that focuses on basketball handling and dribbling skills. The onsite classes are fun, educational and active. New TOT classes will start September 7th. Click here for the registration forms.
Wednesday Morning: Elevate Rock School is an awesome NEW music program that focuses on learning real instruments with small classroom sizes. registration forms are located at the front desk. Please read the flyer all about Elevate Rock School. Classes will start June 7th at 9:30a.m
Thursday Morning: Soccer Shots is a popular non-competitive youth soccer program. This program teaches confidence, fun, character, teamwork, coordination and imagination. The summer soccer shots will start June 15th, click here for the registration forms.
Friday Morning: King Tiger Tae Kwon Do is taught according to individual needs and levels of skills. Students begin to establish, and actually achieve, personal goals. Students learn that, by setting realistic goals and applying dedication and hard work, anything is possible. They develop confidence! The virtues of Respect, Concentration, Discipline, and Motivation are the characteristics of a truly confident individual. A new session will start in the fall.
From the Education Department:
Toddlers and Biting: Tips You Can Sink Your Teeth Into
Read More »