Lessons Learned from Work with International Partners to Inform Rural Practices for Early Childhood Intervention

Abstract

The United States is becoming increasingly diverse with the largest growth in Hispanic populations. Diversity also is increasing in rural America. This diversity is reflected in the participants in early care and education programs and K-12 students. Unfortunately, demographics for college and university teacher education programs do not match those of early childhood participants and K-12 students. This lack of diversity, especially in teacher education programs, compromises the ability of personnel preparation programs to adequately prepare graduates to work and interact effectively with diverse populations of children and families. Therefore, intentional and planned multi-cultural community-based experiences are vital and necessary to promote the scholarship and citizenship of our teacher-education graduates. The purpose of this article is to describe strategies program faculty in Interdisciplinary Early Childhood Education (IECE) at the University of Kentucky (UK) have used to support IECE students to understand, appreciate, and value the perspectives of Hispanic children and families with whom they will work. Through travel and exploration of how languages and cultural traditions are practiced in Hispanic home countries, IECE students gain a greater understanding of where Hispanic roots begin and how these influence education in rural early childhood programs and schools. This article will describe two program activities that have a significant global component and represent two different ways in which students are involved in a global experience. One is in-country (Guatemala) and focuses on curriculum and assessment while the second is focused on curriculum materials developed by students on campus for use in a rural tribal community in Ecuador.

Preparing Early Childhood Educators/Interventionists: Scoping Review Insights Into the Characteristics of Rural Practice

“…The discussion by Bohjanen et al (2014) of rural Indigenous family and practitioner engagement in Alaska (US) and by Johnson (2011) of the benefits of engagement of African Americans in ECE leadership highlighted system exclusion and also the benefits to rural and racialized families of intentional engagement. However, overall, we found insufficient attention to inclusion, systemic bias, and diversity, notwithstanding the innovative global travel experience program described by Grisham- Brown and McCormick (2013). We did uncover discussion of how rurality matters to EI/SE/ ECE, reflecting an approach to the meaning of rurality culture, defined through a socio-historical lens, which emphasizes the lived and felt experience of rurality and residents' own perceptions of their communities (Halfacree, 2017).…”

“…As Johnson (2011) described, incorporating the specific traditions and culture of the African American population in North Carolina into the curriculum has helped to encourage enrollment of 3- and 4-year-olds in structured, high-quality childcare. Both Heidlebaugh-Buskey (2013) and Grisham-Brown and McCormick (2013, p. 5) called for “intentional and planned multi-cultural community-based experiences.” However, no publications that focused on rural immigrant or Hispanic populations in Canada or the United States were identified, an important absence.…”

Interaksi Sosial Anak Nonreguler di SLB Zinnia Jakarta

“…Dari definisi ahli tersebut disintesiskan pengertian dari interaksi sosial adalah hubungan sosial yang dinamis antara orang-perorangan, antar kelompok-kelompok manusia, dan antara orangperorangan dengan kelompok manusia yang diwujudkan dengan komunikasi, kerja sama, dan berempati. Begitu juga interaksi sosial anak usia dini mempunyai pola hubungan yang dinamis (Grisham-Brown and Mccormick, 2013), tapi akan mempunyai pola yang berbeda bagi anak yang mempunyai kebutuhan khusus (Bhulpat, 2008), dimana anak perlu mendapat perlakuan dan stimulasi khusus (Sucuoğlu, Bayrakli, Karasu, & Demir, 2017;Mulyono, Suhyanto, Siron, & Rochimah, 2015).…”