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The Influence of Culture in Infant/Toddler Programs
Culture has been described as an iceberg. The tip of the iceberg (perhaps 10% of the overall mass of ice) represents those aspects of culture that are clearly visible and easy to observe, such as the foods, music, stories, and customs of a particular group. The remaining 90% of the iceberg that exists beneath the surface represents those aspects of culture that are typically unconscious and difficult to see, which includes values, beliefs, and expectations about the care and education of children during the first three years of life. Differences in these unconscious, hard-to-see aspects of culture can result in conflicts between professionals and families and/or discontinuity in the care of infants and toddlers (Gonzalez-Mena, as cited in Laureate Education Inc., 2006).
One way that an infant/toddler professional can begin to recognize these differences and consciously address them is by analyzing ordinary, everyday interactions, which are shaped by culture and convey individuals’ values, beliefs, and expectations. This is an important step for a professional to take, because “subtleties of interaction within relationships make up the developmental process, and the empowering elements in relationships are precisely what we want to ensure for children. As practitioners, we must become better at understanding cultural messages in order to ensure their continuity, provide for their consistency, and intervene to prevent any potential disruptions in the process” (Gonzalez-Mena, 2008, p. 98).
In this Application Assignment, you will begin to engage in the process of “seeing beneath the surface” by talking to an infant/toddler professional about his or her culture and culturally responsive practices and those of the program he or she works in related to eating/feeding, sleeping, attachment and separation, play, socialization, and language. You will also reflect on the ways the information you gained from the interview relate to the insights and learning you have gleaned from this course.
Download and print the Interview document for instructions and interview questions.
Assignment length: 2 pages
RESOURCES:
- Course Text: Diversity in Early Care and Education
- Chapter 6, “Differing Perspectives on Learning through Play”
- Chapter 7, “Socialization, Guidance, and Discipline”
- Course Text: How Culture Shapes Social-Emotional Development
- Read pp. 4–11, “Experiencing, Expressing, and Regulating Emotions” (up to “Identity Development and Relating to Others”)
- Read pp. 4–11, “Experiencing, Expressing, and Regulating Emotions” (up to “Identity Development and Relating to Others”)
- Article: Chang, H., & Pulido, D. (1994). The critical importance of cultural and linguistic continuity for infants and toddlers. In E. Fenichel (Ed.), Cross-cultural studies of child development: Implications for clinicians. Retrieved from http://www.eric.ed.gov
Reproduced with permission of Zero to Three in the format Scan via Copyright Clearance Center.
- Read pp. 14–18 of the PDF
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