In this discussion, you will need to review the s

ToddlERS, ANd ThElR

FAMIUES

Janice Im, Rebecca Parlakian, and Sylvia Sanchez

Understanding the Influence of Culture on Caregiving Practices • • •

From the Inside Out

Lisa and Danielle are collegial coteachers in an infant and tod- dler classroom. Occasionally what seem like minor Issues cause them to make some pointed comments that silence them both. For example, Lisa believes that babies need to be held and cuddled as often as possible; she carries them throughout the day or picks them up at the first sign of fuss- iness. She frequently observes aloud, "Babies need lots of love and attention." Danielle responds by rolling her eyes and saying, "They also need to learn to soothe themselves. You're going to spoil them if you pick them up and carry them all the time."

Their different views about feeding can also lead to minor conflicts. Lisa refuses to let babies eat with their fingers. She thinks they won't get enough to eat and that it's too messy. Danielle lets babies pick up food off their trays as soon as they are able, stating that "it helps them to deveiop indepen- dence and small muscles."

Why do Lisa and Danielle each get exasperated with the other's "illogical" way of think- ing? Their own upbringings and cultural perspectives about children influence their views on everyday activities such as holding, responding to, and feeding infants and toddlers.

naeyc 1,3,7

Everyone bring^s specific vaiues, beliefs, and assumptions about child recir- ing and child development to their work with infants and toddlers. Even two teach- ers who share the same ethnic culture may not share the same beliefs about what is best for young children. Conflicts around these issues can arise with colleagues and families in early care and education pro- grams. Recognizing and acknowledging another person's point of view and coming to a shared solution is critical in providing high-quality care to infants and toddlers.

The roots of caregiving

It is helpful to understand and explore two particular areas when caring for infants and toddlers—self-knowledge and knowl- edge of culturally informed teaching (Abt- Perkins & Rosen 2000).

Self-knowledge

Self-knowledge is defined here as "a thor- ough understanding of one's own cultural roots and group affiliations" (Haberman & Post 1998). Before we as teachers can address the needs of very young children, we must first become more aware of our own cultural beliefs and practices. By taking a good look at our early relationships and childhood experiences, we can recognize the influence that these factors have on our role as caregivers, as well as on our feel- ings, attitudes, and beliefs about children.

The people we were close to as we grew up—and our experiences with them—shape who we are today. Most of us still believe much of what those special people taught us about ourseives, other people, and the world. The messages our caregivers con- veyed in words and actions reflected their

cultures, beliefs, values, and attitudes—and these views become a part of us. When our culture differs from that of a colleague or child and family in our program, it may cre- ate a barrier to understanding how best to support children's learning (Orange & Horowitz 1999).

A colleague can be a great asset in the journey to understanding oneself. Teachers and caregivers who work together Cein take time to reflect on and discuss questions such as the following:

• What do I believe a child can do and not do at this particular age?

Janice Im, MS, is a senior program man- ager at ZERO TO THREE: National Cen- ter for Infants, Toddlers, and Famiiies, in Washington, D.C.

Rebecca Parlakian, BA, is a senior writer with the parenting resources department at ZERO TO THREE. She researches, writes, and edits publications for parents—most recently a booklet on the feeding relationship. Previously, Rebecca developed professional materials and cur- ricula at ZERO TO THREE.

Sylvia Y. Sanchez, EdD, is an associ- ate professor in the College of Education and Human Development, George Mason University, Fairfax. Virginia, where she is coordinator of the early childhood educa- tion program.

This column is adapted from an articie in ZERO TO THREE'S training curriculum. Cradling Literacy: Building Teachers' Skills to Nurture Early Language and Literacy from Birth to Five, by Janice Im, Carol Osborn, Syivia Sanchez, and Eva Thorp.

Illustration by Melanie Hope Greenberg.

"Rocking and Rolling" is available online in Beyond ihe Journal, September 2007, at www.journal.naeyc.org/btj.

Young Ch/Vdren'September 2007

• What child behaviors do 1 feel are acceptable and not acceptable—why? • Should boy babies be treated differently from girl babies? If so, in what ways?

• What do 1 believe about how to best care for, support, and nurture the chil- dren in our program? How are my beliefs the same as or different from yours?

Reflecting on our own cultural beliefs and practices about caring, teaching, and learning can help us recognize the cultural perspective we bring to our work. Oniy then can we begin to address any preconceived notions that make it difficult to accept, understand, and effectively support the children and fam- ilies we serve (Willis 2000).

Knowledge of culturally informed teaching

Knowledge of culturally informed teaching comprises the information a caregiver needs to create a learning environment that welcomes children from diverse cultures. This environment includes not only the physical setup of the classroom, but also a culturally sen- sitive pattern of caregiver-child inter- actions and the use of approaches that engage and encourage the participa- tion of children from a variety of cul- tures. Culturally informed teaching strategies help us individualize learn- ing experiences based on each child's needs. Delpit (in Willis 2000, 6) notes, "The question is not necessarily how to create the perfect 'culturally matched' learning situation for each ethnic group, but rather how to recognize when there is a problem for a particular child." As we get to know different children, families, and cultures, we may find our caregiving practices challenged in various ways.

For instance, having learned to value and support autonomy and indepen- dence, a teacher encourages young toddlers to feed and dress themselves. She believes this practice builds pride and self-esteem. Then a toddler from a culture in which children are generally hand fed and dressed by their families into their kindergarten year enters the program. The family's cultural beliefs value interdependent love, and they want

their children to understand the mean- ing of giving and receiving help. Both approaches can benefit children.

Talking with families about their cul- tural practices, traditions, and beliefs provides the message that they are val- ued. However, just talking with families may not be enough. Teachers need to be open to and accepting of different ways of caring and teaching, and thought- fully explore the many ways to help chil- dren and families feel welcome. Visiting the families' communities and invit- ing families to share what they believe is important for their children to learn and achieve are the first steps for teach- ers in building a knowledge of fami- lies' cultures. From these interactions and observations, teachers can gain an understanding of the strengths children and families bring with them to the pro- gram. Such knowledge can help teach- ers provide care and support that honor and celebrate families' cultures.

Conciusion

Every interaction that a teacher has with a child or a colleague is a cultural exchange. How we diaper, our expecta- tions for children's behavior, the topics or issues we choose to discuss with fam- ilies—all are a reflection of our cultural beliefs.

If we go back to our opening scenario. Lisa and Danielle would benefit from tak- ing time to discuss the beliefs behind the caregiving decisions they make. By doing so, they can begin to establish a shared understanding and, in time, appreciation for why each operates the way she does. It is an ongoing process of self-awareness, learning, and discovery that is repeated at intervals throughout our professional careers. This process of exploration and questioning may not be simple or easy, but it is an essential part of working respectfully and effectively with young children and their families.

THINK FIRST

• Think about your own family and how you were brought up. How have your beliefs, attitudes, and values about how to care for and support infants and toddlers changed or stayed the same over

the years? What brought about the changes or reinforced what you already believed?

• Think about other cultures. Recognize that there are differences and similarities among all cultures. When you feel yourself judging a practice that a colleague or a family prefers, or a family's request for how they want their child cared for, stop and ask yourself: Could this be a culture bias of mine? Do I really understand what this family is asking and why? Explore your feelings and potential biases about others' practices in regard to child rearing and your own beliefs about how infants and toddlers should be cared for.

TRY iT

• Share information about your own culture, beiiefs. at)dpractices. Make a book about you and your family and share it with your colleagues and the children and families in your program.

• Encoutage families to discuss their culture with you. Ask questions and listen closely without judgment. Ask families how you can support their children's leaming and development. Be open to, and include, a variety of approaches in your car- ing practices.

• Suggest that a staff meeting be scheduled around this topic and discuss your beliefs with your colleagues.

References

Abt-Perkins, D., & L. Rosen. 2000. Preparing English teachers to teach diverse student populations: Beliefs, challenges, proposals for change. English Education 32 (4): 251-66.

Haberman, M., & L. Post. 1998. Teachers for multicultural schools: The power of selec- tion. Theory into Practice 37 (2): 96-104.

Orange. C, & R. Horowitz. 1999. An academic standoff: Literacy task preferences of Afri- can American and Mexican American male adolescents versus teacher-expected prefer- ences. Journal of Adolescent and Adult Liter- acy A3 Oy. 28-39.

Willis. A- 2000. Critical issue: Addressing lit- eracy needs in culturally and linguistically diverse classrooms. Online: www.ncrel.org/ sdrs/areas/issues/content/cntareas/reading/ Ii400.htm.

Copyright © 2007 by the National Association for the Educa- tion of Young Children. See Permissions and Reprints online atwww.journal.naeycorg/about/permissions.asp.

6 6 Young Ch/Wren'September 2007

DE NUESTRO PRESIDENTE (contmcion dep^g. 6} Index of A d v e r t i s e r s

2007 de Young Children. Como profe- sionales del cuidado y educacion de iiinos (lequenos, tenemos la respon- sabilidad de actuar en armonia con nuestro conocimiento acerca de lo que es mejor para ios nifios. y debe- mos responsabilizarnos de trabajar en armonia con dicho conocimiento. El ser profesional nos exige nada menos que eso.

A menos que nosotros, como iideres en la profesion de ia edu- cacion de ninos pequenos, este- mos al nivel de ias circunstancias tai vez nos hailaremos observando desde un lado mientras ios iideres dei mundo de negocios. ios politi- cos y otros intervienen para for- mar el futuro de nuestra profesion. Estemos preparados o no, Goffin y Washington nos piden contestar la pregunta: ^Qi-î define y iimita el cimbito dei cuidado y educacion de ninos pequenos? Con las contribu- ciones de todas las personas intere- sadas en ia primera infancia. somos nosotros -los Iideres de NAEYC y de sus entidades afiliadas- quienes

necesitamos ponernos ai nivei de las circunstancias para deiiberar sobre nuestro proposito y definir nuestra profesion.

De ciertas maneras. Ready or Not es un libro dificii de ieer. con sus criticas francas de ias faiias dei Smbito y de nuestras acciones . . . o nuestra falta de accion. Sin embargo, es util considerar su ilamada a ia accion. con una perspectiva que necesitamos escuchar y tomar a pecho. Anticipo tener muchas discu- siones profundizadas y estimuiado- ras sobre ias cuestiones y las dificui- tades que el iibro piantea. y espero ia accion con proposito para definir y adelantar ei Ambito a fin de mejorar todos ios programas que instruyen y/o cuidan a ninos pequenos. (Nuestra integridad depende de elio!

Referenda

Goffin. S.G., & V. Washington. 2007. Ready or nol: Leadership choices in early care and education. New York; Teachers Coi- iege Press. Available from NAEYC.

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Observing and Assessing the Pre-School Learner Friday, November 30 and Saturday, December 1,2007 Teachers College Columbia University in New York City

The conference will focus on :

• Screening, assessing, intervention and evaluation • Review of recent assessment measures

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Don't miss discussions and presentations by regional experts. Be sure to participate in roundtable discussions on hot topics.

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