Cultural Diversity in Early Childhood Settings.

An Overview of Early Childhood Literature in Aotearoa New Zealand.

From whatever walk of life people originate, they carry their own unique culture with them (Gibbs, 2006). When a culture differs from the perceived norms, it can be mistaken for a threat to the status quo (Rata, O'Brien, Murray, Mara, Gray, & Rawlinson, 2001). There is an increased potential for cultural differences to result in discrimination.

Modern early childhood literature reflects an appreciation for the diversity of cultures that children possess (Gibbs, 2006; Ministry of Education, 1996; Tileston, 2000). This blog post will inspect the variety of ways that early childhood literature in Aotearoa New Zealand articulates an appreciation for the diversity of cultures.

The early childhood curriculum of Aotearoa New Zealand, Te Whariki (Ministry of Education, 1996), provides a framework for how teachers are expected to convey to children a sense that their culture is valued (Nagel, 2009). It is a political document which represents the will of the current government to ensure diversity is embraced (Gibbs, 2006). Therefore, the early childhood curriculum can be perceived as a component of the national immigration strategy.

A great deal of responsibility then lies with each individual teacher to implement a curriculum which promotes positive cultural attitudes (Feeney, Moravcik, Nolte, & Christensen, 2010). As a role-model to the children, the significance of genuinely respectful interactions between teacher and a migrant child can influence attitudes of all of the children who witness the interactions (Gibbs, 2006; Rata, et al, 2001).

A strategy for teachers to better appreciate a migrant child, is to fully understand their own heritage. When a teacher examines their own cultural journey, they can better empathise with others who have recently arrived in Aotearoa New Zealand (Barlow, 1991; Gibbs, 2006).

When children share their culture with others, they are part of a reciprocal learning process. Migrant children provide a rich opportunity for other children to explore a different culture (Rata, et al, 2001). It is also an opportunity for migrant children to significantly enhance their self-confidence by affirming that their culture is valued by their new community (Bevan-Brown, 2003; Guo, & Dalli, 2012; Ministry of Education, 1996).

The invaluable interactions between cultures at early childhood centres can be seen as a catalyst for racial harmony within a society (Gibbs, 2006). When cultural artefacts, rituals and language are an active part of the curriculum, children develop a positive attitude towards their own and other cultures (Guo, & Dalli, 2012; Ministry of Education, 1996).

References :

Barlow, C. (1991). Tikanga whakaaro: Key concepts in Māori culture. Auckland, New Zealand: Oxford University Press.

Bevan-Brown, J. (2003). The cultural self-review: Providing culturally effective, inclusive, education for Māori learners. Wellington, New Zealand: NCER.

Gibbs, (2006). To be a teacher: Journeys towards authenticity. North Shore, New Zealand: Pearson.

Guo, K., & Dalli, C. (2012). Negotiating and creating intercultural relations: Chinese immigrant children in New Zealand early childhood centres. Australasian Journal of Early Childhood, 37(3), 129-136.

Ministry of Education. (1996). Te Whāriki: He Whāriki mātauranga mō ngā mokopuna o Aotearoa/Early childhood curriculum. Wellington, New Zealand:  Learning Media.

Nagel, N.G. (2009). Honoring family and culture: Learning from New Zealand. In Young children, 64(5), 40-44. Retrieved from ERIC database. (EJ868193).

Rata, E., O'Brien, P., Murray, R., Mara, D., Gray, S., & Rawlinson, C. (2001). Diversity. In V. Carpenter, H. Dixon, E. Rata and C.Rawlinson. (Eds.). Theory in practice for educators. (pp 189-210). North Shore, New Zealand: Cengage Learning New Zealand.

Tileston, D.W. (2000). Ten best teaching practices: How brain research, learning styles, and standards define teaching competencies. Thousand Oaks, CA: Corwin Press.