Implementing Multicultural Education in PreK-3rd Grade Classrooms through the Empowerment of Teachers, Children, and Families

By Tsung-Hui Tu, Ramona Freeman and Barb White.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

The United States is becoming more diverse, and it is essential to prepare children to be more aware of, understand, and appreciate the value of cultural diversity in a meaningful way. Teachers need to be change agents who are willing to reflect on their own cultural assumptions and perspectives, and to identify and be willing to make changes in their own biases. Understanding cultural differences is more than just knowing each culture’s holidays, food, and music: it is very important to understand the underlying beliefs and values that each culture has, as well as its impact on how people behave in different cultures. Teachers need to be culturally sensitive and responsive; this includes being knowledgeable and understanding cultural, ethnic, and linguistic diversity and how to develop effective programs for linguistically and culturally diverse children and families. Understanding the importance of family-school learning experiences will help build bridges with parents and involve them in their children’s schools.

Keywords: Multicultural Education, Early Childhood Education, Family-School Relationship

The International Journal of Learning, Volume 14, Issue 5, pp.17-22. Article: Print (Spiral Bound). Article: Electronic (PDF File; 498.034KB).

Dr. Tsung-Hui Tu

Assistant Professor, Department of Teaching, Leadership, and Curriculum Studies, Kent State University, Salem, Ohio, USA

Dr. Tu is director of the Early Childhood Education Technology program at Kent State University, Salem Campus. She received her B.S. from University of Alabama, with a major in Human Development and Family Studies. She earned her M.S. and Ph. D. from Iowa State University in Human Development and Family Studies with specialization in Early Childhood Education. Courses that she has taught include: introduction to early childhood services, infant/toddler curriculum, preschool curriculum, program organization and parent involvement, and student teaching seminar. Her areas of research interests include: preschool science, preschool teacher-child verbal interactions, teacher preparation, and student teaching.

Dr Ramona Freeman

Assistant Professor, Department of Teaching, Leadership, and Curriculum Studies, Kent State University, Salem, Ohio, USA

Dr. Freeman is director of the Early Childhood Education program at Kent State University, Salem Campus. Her research interests include best practice in family child care, curriculum planning and practice in primary grade classrooms, and preschool settings' pedagogy in light of developmentally appropriate practice. Dr. Freeman has presented at several national conferences and has written articles on appropriate early childhood practice, family child care, and professional development for educators.

Barb White

Early Childhood Librarian, Highland Square Branch Library, Akron-Summit County Public Library, Akron, Ohio, USA

Barb is a librarian who has focused on early childhood since 1991. Barb works with young children, their families, their librarians, and their teachers at the public library and the University of Akron, and in Head Start and private early childhood classrooms throughout the state of Ohio. She has been investigating and implementing the Reggio Emilia Approach since 2002. She attended two study tours to Reggio Emilia, Italy and is co-facilitator of Akron Reggio Study Group. She is also co-chair of the Literacy Task Force, Ohio Library Council. Barb conducts frequent presentations at the local, state, and national level.


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