Exam 14: Taking Play to the Next Level
How can early learning educators gain insight into understanding how to implement culturally appropriate and Indigenous learning and play into their programming and practice? What first steps should be taken?
Early learning educators can gain insight into understanding how to implement culturally appropriate and Indigenous learning and play into their programming and practice by first seeking out professional development opportunities focused on cultural competency and Indigenous perspectives. This could include attending workshops, seminars, or webinars led by Indigenous educators or cultural experts. Educators should also take the time to educate themselves about the history and traditions of the Indigenous peoples in their community or region.
Additionally, educators should actively seek out partnerships and relationships with local Indigenous communities. This could involve reaching out to Indigenous elders, community leaders, or cultural centers to gain a deeper understanding of traditional practices and values. Building these connections can provide valuable insight and guidance for incorporating Indigenous learning and play into early childhood programming.
Another important first step is to reflect on their own biases and assumptions and to be open to learning from diverse perspectives. Educators should engage in self-reflection and examination of their own cultural beliefs and practices, and be willing to challenge and unlearn any biases that may impact their ability to create culturally inclusive learning environments.
Furthermore, educators should incorporate Indigenous perspectives and practices into their curriculum and classroom environment. This could involve integrating Indigenous stories, languages, art, and music into the learning experiences. Educators should also strive to create a welcoming and inclusive environment that respects and celebrates the diversity of their students, including Indigenous cultures.
Ultimately, the first steps in implementing culturally appropriate and Indigenous learning and play into early childhood programming involve education, relationship-building, self-reflection, and intentional curriculum development. By taking these steps, educators can create a more inclusive and culturally responsive learning environment for all children.
Educators from Reggio Emilia see curriculum as being:
B
Learning about global examples in early learning such as the programs in Reggio Emilia are irrelevant to Canadian contexts.
False
Action research is an approach to professional development in which early learning teachers:
Wardle (2007) suggests that early learning teachers rethink the following common practice:
The four ways to become a competent intercultural communicator, according to Jandt (2016) and Chen (1990) are:
Co-construction is possible in emergent programming when children's learning is:
Empowerment is related to the following key early learning teacher professional practices.
Advocacy is usually defined as the act of advocating for a cause.
MacDonald (2015) identified the importance of children, families, and early learning teachers creating:
Reconceptualization involves critically examining the assumptions and knowledge base that has traditionally guided the field of early learning.
Taylor (2017) believes that early learning teachers can begin to understand what culturally appropriate programs means from an Indigenous perspective by first understanding:
Compare and contrast the terms curriculum and programming? Distinguish between emergent curriculum and emergent programming.
Reflective practice as defined by ______ involves thoughtful considering of one's own experiences and applying knowledge to practice.
Voice refers to speaking from one's core self, but can also relate to listening.
Ferlazzo (2012) distinguishes between family involvement and family ______.
How do professional dispositions and indicators impact the practice of early learning teachers and early learning student teachers?
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