Title

Culturally responsive literacy practices in an early childhood community.

SelectedWorks Author Profiles:

AnnMarie Alberton Gunn

Cynthia B. Leung

Document Type

Article

Publication Date

2017

Date Available

2017-04-11

ISSN

1082-3301

Abstract

Early childhood educators continue to see an increase in their culturally diverse student population. As our country continues to grow as a multicultural nation, it is imperative that our early childhood classrooms embrace this rich diversity and provide experiences that affirm all students, families and communities. We (teacher educators) synthesized the current research into the following five frameworks that we believe embody the foundation of culturally responsive teaching (CRT) in an early childhood setting: (a) developing a culturally responsive classroom community, (b) family engagement, (c) critical literacy within a social justice framework, (d) multicultural literature, and (e) culturally responsive print rich environments. In this article we situate each framework within the larger context of research. Next we move beyond discussing CRT practices by offering ideas on how culturally responsive classrooms look and how to implement this pedagogy and in an early childhood setting with real classroom practices.

Comments

Citation only. Full-text article is available through licensed access provided by the publisher. Members of the USF System may access the full-text of the article through the authenticated link provided.

Language

en_US

Publisher

Springer

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.