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STAND
naeyc
on responding to linguistic
and cultural diversity
s 3UPPORT AND PRESERVE HOME LANGUAGE USAGE Whether
or not staff are proficient in a childs home language,
programs should make every effort to use childrens home
languages and
Almost three out of ten Head
create classroom
environments that
Start children come from families
reflect childrens
who speak a primary language
languages and culother than English.
tures. Within that
context, teachers
can model appropriate use of English and provide many
opportunities for children to learn and practice a new
language.
s $EVELOP AND PROVIDE ALTERNATIVE CREATIVE STRATEGIES
TO PROMOTE ALL CHILDRENS PARTICIPATION AND LEARNING
Creativity and collaboration are needed to ensure that
all children, whatever their current language proficiency
or culture, have the opportunity to participate fully in
the programs learning opportunities. Collaborative work
groups, including teachers and families, can develop flexible approaches that are developmentally, culturally, and
linguistically appropriate.
s 0ROVIDE CHILDREN WITH MANY WAYS OF SHOWING WHAT
they know and can do. Children have already learned a
great deal before they enter an early childhood program,
even if this learning has been in a different language and
culture. Effective curriculum and assessment systems do
not underestimate childrens abilities. Instead, they create
multiple, often nonverbal ways for children to demonstrate interests, knowledge, and skills.
where we
STAND
naeyc
Copyright 2009 by the National Association for the Education of Young Children. All rights reserved.