Childhood Education: Exploring Cultural Identities and Teaching

This report examines the significance of cultural identities in childhood education, drawing upon the article 'Culturally Responsive Teaching: Exploring Children’s Names and Cultural Identities'. It highlights the struggles children face in multicultural environments and emphasizes the importance of using children's names to foster a sense of belonging and cultural recognition. The report discusses the implementation of responsive teaching practices, focusing on the role of teachers in promoting literacy, cross-cultural understanding, and the development of a strong classroom community. It references the work of Stone (2014) and the experiences of Alejandro Brice to illustrate how teachers can incorporate cultural sensitivity into their teaching methods, ultimately aiding students in developing a positive self-identity. This report underscores the need for teachers to bridge the gap between home and school cultures, promoting multiculturalism and fostering a welcoming environment for all students.

Running Head: Childhood Education
Childhood Education
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Childhood Education 1
Culturally Responsive Teaching: Exploring Children’s Names and Cultural Identities
The article explains details about the struggles that children face in the environment due to
multicultural difference in the society. This article explores the relation and impact of the name
of children with their identity and responsive teaching practices that the teachers could use to
uplift the behaviour of the students. It states the utilize the name of the students in an appropriate
manner so as to develop literacy within them and make them culturally competent as well.
Activities to implement cross cultural understanding within children so that they can build a
powerful community for the future (Stone 174).
The case of Alejandro (student) is discussed in the paper so as to explains the ways in which
teachers should implement cultural training activities in the classroom environment. The paper
stated that it is important need of emergent literacy so as to make the children capable of
understanding different cultures and accepting it as well. Several literatures are defined in the
paper to help the teacher to provide adequate classroom teaching to the students. This type of
teaching would also encourage the students to welcome diversity in the society and build the
world using brotherhood activities. Thus, it should be noted that using children’s name would
develop a sense of cultural recognition among the students from the beginning. Multicultural
literature would help the students to initiate better communication and understanding among the
children. This type conversation between teacher and students would build the bridge between
school and home culture.

Childhood Education 2
Work Cited
Stone, Sandra. “Culturally Responsive Teaching: Exploring Children’s Names and Cultural
Identities” Childhood Education, (2014) 174.