Preservice Teachers' Perceptions of Culture in Early Care and Education Programs on a Native American Indian Reservation

Autor/inn/en	Moore, Rita; Gilliard, Jennifer L.
Titel	Preservice Teachers' Perceptions of Culture in Early Care and Education Programs on a Native American Indian Reservation
Quelle	In: Journal of Early Childhood Teacher Education, 28 (2007) 1, S.17-30 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
Schlagwörter	Preservice Teachers; Preschool Education; American Indian Culture; American Indians; Caregivers; Toddlers; Integrity; Data Analysis; Physical Environment; Student Attitudes; Interviews; Observation; Child Care Centers; Culturally Relevant Education; Parent Teacher Cooperation; Early Childhood Education; Montana + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; American Indian; Indianer; Caregiver; Carer; Betreuungsperson; Pfleger; Infant; Infants; Toddler; Kleinkind; Integrität; Auswertung; Natürliche Umwelt; Schülerverhalten; Interviewing; Interviewtechnik; Beobachtung; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	Four early childhood preservice teachers interviewed and observed teachers and children in early learning centers on the Salish and Kootenai Flathead Indian Reservation in Montana. The purpose of this study was to explore the perceptions of preservice teachers versus those of the caregivers (in-service teachers) regarding the presence of family and community culture in early childhood curriculum at three tribal early care and education centers. Classroom observations and open-ended interview questions with eight early childhood teachers were conducted at three early care and education programs, two infant and toddler programs and one toddler and preschool program. Data analysis revealed that the preservice teachers focused on the physical environment of the classrooms rather than on the subtle nuances of cultural communication and ritual between early childhood teachers, families and children that the in-service teachers consistently emphasized as being important to preserving the cultural integrity of the curriculum. The preservice teachers struggled with the difference between infusing culture into curriculum and delivering curriculum in a culturally responsive context. The interview responses from the early childhood educators strongly suggest that physical representation of culture was not particularly relevant in shaping curriculum; rather, the focus was on types of interactions and communication between teachers and children. Maintaining ongoing communication with parents and community about teaching within a culturally responsive and relevant context appeared integral to defining the American Indian culture within these early learning settings. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10