Theory (research paper)

Question to be researched
To understand why it is important for schools to be ethnically diverse, it is critical to focus on a more specific area: While dealing with cultural barriers how should educational atmospheres be structured to educate children on the culture they are living in, as well as the different cultures that exist in the world and how is it this reflected in Denmark’s daycare, Børnehuset Mågebo?

Behind the scenes
Theory allows us to examine certain things, by focusing in on specific points that relate within a broader topic, while leaving others outs. This paints a clearer picture for the reader and helps them to understand which assumptions you are basing your thoughts on and what aspects you are building on when discussing a particular topic. For the past three months I have read articles discussing many different theories regarding children in a multicultural context. Along with several academic field studies, I have had the opportunity to immerse ourselves in a Danish børnehuset where I have observed similar and different cultural aspects, teaching styles, placement of responsibilities, and structural atmospheres.

A culture is the sharing of customs, beliefs, and traditions among many individuals. From the readings and class discussions, we have examined the different perspectives some schools take and how important it is for schools to be ethnically diverse. These classroom lectures, academic visits, and hours spent in a Danish daycare have motivated me to examine this issue in more detail and not only ask why this is, but also how it is sustained: the approaches to teaching minority children and the importance of educating all children about the cultural diversity. However, the issue is derives from a broader subject, the study of minority children in a multicultural context, it draws upon many different factors that have a great influence on its development.

For this paper I will focus specifically on how centers work with a multicultural group of children using their diversity and cultural knowledge of the world to educate young children and help them grow. My intent is to draw upon the knowledge I have gained through my experiences this semester, as well as to reflect on class readings and class discussions, to review different teaching styles and structures. Though they will not be discussed, numerous other factors can also influence the success of cultural diversity programs, including religious backgrounds, the transition of ethnic diversity from pre-schools and daycare to later schooling, the different placements of multiculturalism programs within a curriculum, and the barriers children face outside the classroom.

The Foundations along with an Analytical Approach
A theory is a principle formulated to explain specific parts of a larger issue, in an attempt to draw a workable conclusion or hypothesis. One theory discusses how language barriers create challenges for both teachers and children in multicultural and diverse classrooms. This creates obstacles for staff members who are expected to develop a classroom teaching style that best suits all students. If one’s mother tongue is not the official language of the country they are living in, it is crucial they become bilingual in order to get a good education and develop socially (Skutnabb-Kangas, 1988). It is necessary for centers to create common educational experiences for each of the children. This means that centers need to be structured so that children will not become disengaged when interacting with other children just because of a difference in dialect. Therefore, when teaching minority children, one theory suggests that instruction should first be given in the child’s mother-tongue (Bowman, 1990). At the same time, all children should be allowed to choose when they want to use their mother-tongue language (Skutnabb-Kangas, 1988). It is important for the child’s family values to be reinforced in school, and essential for the teachers to educate themselves on the many diverse ethnical groups, different meanings of cultural gestures, and different traditions that stretch across cultures (Bowman, 1990). This is a suggested blue-print for educating minority children from different cultures. However there are other ways of looking at education, ways in which support this blueprint, contradict it, or simple examine the issue from a different angle.

This brings us to the structure of børnehuset in regards to the ways different cultures are viewed. Children learn so much through adults as far as cultural acceptance and cultural rejection is concerned, thus pedagogues need to always set positive examples when working around children. The children do see the differences in their peers and will naturally absorb negative stereotypes they hear about or learn from others. However, caregivers have the ability to change these perceptions through creating activities that incorporate all of the children. Gathering the children in a group can provide them with a group identity where they can all feel equal and yet can each express their uniqueness (Dixon and Fraser, 1986). Through group activities, the instructor has the opportunity to discuss each of the students’ different cultures and have everyone feel accepted.

The principles behind a Danish daycare, Børnehuset Mågebo, are derived from each of the theories discussed here, draw parallels between their approaches, but do differ in certain ways as well. At Børnehuset Mågebo, pedagogues suggest that a common language (Danish) is spoken to the children, and those who do not speak it learn through nonverbal cues such as body language. They believe that children learn through seeing and doing, through repetitive communication, and by taking part in hands-on activities. In working with students from varying ethnic and cultural backgrounds it is also important to educate them about the cultures and traditions of their fellow peers (Mågebo, 2005). The rate of child development varies from child to child, thus making it impossible for a developmentally appropriate standardized curriculum to be developed. Teachers must recognize that children come from different backgrounds and use principles of child development when trying to educate minority children (Mågebo, 2005). They have created programs to help promote social development and understanding within the children to help them understand the world they are living in and accept all of the different people they see.

Closing Comments
Teaching is a critical element in the development of children. The perceptions and attitudes of a caregiver regarding other cultures is easily passed to children, therefore it is extremely important for a child to be able to attend a safe and well-developed educational atmosphere. Language barriers are clearly challenges when working with such diverse groups of children and need actively addressed, because they will always impact work within a multicultural atmosphere. When teaching minority children, it is important to respect their individual mother-tongue, but also to encourage acquisition of the second language. Minority students have the right to identify positively with their culture, their origins, and their mother-tongue while being accepted and respected y others at the same time (Skutnabb-Kangas, 1988). The children are encouraged at Børnehuset Mågebo to continue to speak their mother-tongue in their homes. This allows them to remember that their background is still a part of them and discourages a sense of shame or embarrassment from it.

Børnehuset Mågebo has created programs with hands-on activities that encourage the children to use more than two of their senses, making it easier for them to learn foreign languages. When reading fairytales by Hans Christian Andersen the children have the opportunity to dress the characters in the story and act out the scenes. The staff is instructed to focus on promoting social development and understanding between the children because it is important to provide an understanding of the world they are living in (Mågebo, 2005). By strengthening the children’s independence on a personal level, connections are created between the pedagogues and children, as well as good relationships with the parents. Majebo Bronby reflects other aspects of the theories discussed above as well. The staff at Majebo is ethnically diverse and well-educated on other cultures. Their approaches to teaching and perspective on how a classroom should be run reflect parts of both of the theories presented above (Mågebo, 2005). However, they do not start with a child’s mother tongue when new children come to their facilities. Because some of the staff is from other countries and speak other languages they have the ability to communicate with the children in other languages, but choose to resort to that only when necessary (Mågebo, 2005).

Children should be given opportunities to develop socially and should feel comfortable while doing so (Bowman, 1991). Børnehuset Mågebo recognizes this and creates settings where the children can share their different cultures with each other. The faculty helps promote the diversity amongst their school by accepting each child as an individual and setting expectations individually for each by gathering the children into groups each morning and allowing them pick a song to sing. While singing songs they use body language to communicate as well. Touching their heads, jumping up and down, spinning, and pointing to things in the room are just some ways the pedagogues at Børnehuset Mågebo help to teach minority children songs (Mågebo, 2005). These group projects and activities help the children develop socially within a multicultural context and teach children to accept everyone and provide them with an atmosphere where they can feel equal and open to share their individual traditions, beliefs, and customs (Dixon and Fraser, 1986). Børnehuset Mågebo creates these groups for opportunities to discuss the different traditions and holidays that each child in the class might celebrate. Through cooking activities throughout the day, the children are then able to show their peers the different foods they have in their countries and enjoy the different tastes while they eat together. They understand the importance that børnehuset and other child programs to be ethnically diverse, and have accepted several theories as a basis for their structure and instruction. Perhaps we all need to educated ourselves more and reflect these same understandings.

References

Bowman, Barbara T. (1990). Educating Language-Minority Children. ERIC
Clearinghouse on Elementary and Early Childhood Education, ED317273.

Børnehuset Mågebo. (2005) Mågebo.

Dixon, G.T. & Fraser, S. (1986). Teaching Preschoolers in a Multilingual Classroom.
CHILDHOOD EDUCATION, 62, 4, 272-275.

Skuttnabb-Kangas, T. & Cummins, J.: Minority Education: From Shame to Struggle.
Multilingual Matters LTD. Clevedon, Philadephia, Chapter 1: Multilungualism
and the education of minority children. P. 9-44.