Meeting Children Where They Are: Culturally Adapted Models of Early Childhood Education

Autor/inn/en	Modica, Sarah; Ajmera, Maya; Dunning, Victoria
Titel	Meeting Children Where They Are: Culturally Adapted Models of Early Childhood Education
Quelle	In: Young Children, 65 (2010) 6, S.20-26 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Early Childhood Education; Program Effectiveness; Educational Change; Nongovernmental Organizations; Foreign Countries; Access to Education; Cultural Context; Culturally Relevant Education; Educational Quality; Educational Improvement; Improvement Programs; Community Education; Outreach Programs; Change Strategies; Models; Guatemala; Tanzania; Thailand + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungsreform; Ausland; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Effizienzsteigerung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Jobcoaching; Lösungsstrategie; Analogiemodell; Tansania
Abstract	Research has proven the many benefits of early childhood education and development programs. Although much progress has been made in the last decade, many young children still do not have access to high-quality early childhood education. In many countries where government programs have failed, nongovernmental organizations and community groups have stepped in to fill the gaps. Inspired by the vision of a world where all children grow up to be productive, caring citizens of a global society, the Global Fund for Children (GFC) supports and strengthens grassroots organizations that provide quality programs for children and youth in developing countries. This article highlights three community-based GFC partners that are successfully meeting children where they are. Working in vastly different settings in Tanzania, Guatemala, and Thailand, each program has adapted to the cultural context of its community in order to maximize its impact on young children. The article concludes that culturally relevant early childhood interventions can improve educational access, quality, and impact. By paying close attention to the language, cultural norms, and special needs of children, programs can take simple steps to implement culturally relevant services. It is also critical to have the support and participation of families and community members to help the program and the children reach their potential. (ERIC).
Anmerkungen	National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://journal.naeyc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10