Cultural Awareness and Cultural Competence in Early Childhood Education

Running Head: EARLY-EDUCATION
0
Early childhood
education
student
6/24/2019

EARLY-EDUCATION
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Table of Contents
Cultural Awareness and Cultural Competence requirements........................................................2
Cultural competence...................................................................................................... 2
Cultural Awareness....................................................................................................... 3
Ethical Considerations and the Professional Conduct..............................................................4
Cultural Awareness activities and Protocols.........................................................................6
Professional and Ethical Consideration............................................................................... 9
References................................................................................................................... 11

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Cultural Awareness and Cultural Competence requirements
Cultural competence
Cultural competence is the term applied in different organizations that recognize their
awareness and receptiveness to their customer’s relations with their culture. Cultural competence
in early childhood teaching is a chance to upsurge the feeling of belonging of persons while
allowing groups of young individuals to become additional aware of the differences and
likenesses. By accepting the distinctive feeling of belonging that every child practices within
their cultural society, teachers can generate an educational community that offers a comparable
feeling of belongingness (Diversity Officer Magazine, 2019).
Cultural competence includes four different major constituents that are Awareness,
attitude, information, and abilities. Awareness: It is significant to inspect diversity- connected
ethics and beliefs in order to distinguish any deep-seated biases and typecasts that can produce
obstacles for education and personal growth. Attitude: Standards and beliefs influence cross-
cultural efficiency since they transport the degree to which people are open to opposing
understandings and views (Miller, & Petriwskyj, 2013). The sturdier teachers feel about people’s
beliefs and standards, the more probable they will react expressively when they strike with
cultural alterations. Knowledge: The additional knowledge people have about other individuals
of dissimilar cultures; the additional probable they are capable to evade cross-cultural issues.
Knowing how the culture influences problem solving, handling people, requesting for assistance,
etc. can retain people linked in the cross-cultural connections. Skills: teachers can obligate the
“right” approach, substantial self-awareness, and more of understandings about ethnic

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differences, still lacks the capability to efficiently manage dissimilarities. If teachers have not
erudite skills or have had a slight chance to practice, their understanding and consciousness are
inadequate to avoid and maintain cross-cultural situations (Diversity Officer Magazine, 2019).
Cultural Awareness
Cultural Awareness is actually the base of interaction and it includes the capability of the
upright back from people and becoming conscious of other’s cultural standards, beliefs and
insights. The multicultural community is best assisted by the culturally receptive curriculum. The
educators who are attentive in developing cultural awareness in the classroom must vigorously
establish to their learners that they sincerely care for their cultural, expressive, and intellectual
requirements (MacNaughton, & Hughes, 2007).
Teachers must learn some approaches to the culture friendly environment. Express
attention in the cultural background of their students; encourage the learners to investigate and
exchange information related to their cultural background as the means of nurturing a trusting
association with the fellow student. They must Examine and rejoice differences in civilizations,
beliefs, and societal behaviours (Dockett, & Perry, 2005). Redirect their role in the schoolroom
from mentor to organizer; this is another significant necessity for generating a cultivating
environment for learners is dropping the power differences between the teacher and learners.
Providing learners with surveys about what they discover to be fascinating or important delivers
them with the degree of control over what they will learn and offers them with better inherent
inspiration and link to the substantial. Uphold a stringent level of compassion to language
distresses; in the customary classrooms, learners who are not the natural English speakers
commonly feel relegated, lost, and worried into removal their distinctive language to learn. In