teachers must go beyond studies H u m a n i t i e s
I’m working on a education & teaching discussion question and need a reference to help me learn.
Read the National Council for Social Studies’ Social Studies for Early Childhood Elementary School Children: Preparing for the 21st Century excerpt:
A report from the National Association for the Education of Young Children (NAEYC) provides a helpful summary of the significant literature on the development characteristics of children.
Most five-year-olds can begin to combine simple ideas into more complex relations. They have a growing memory capacity and fine motor physical skills. They have a growing interest in the functional aspects of written language, such as recognizing meaningful words and trying to write their names (NAEYC 1986). They need an environment rich in printed materials that stimulates the development of language and literacy skills in a meaningful context. They also need a variety of direct experiences to develop cognitively, physically, emotionally, and socially. Since five-year-olds come to school with an interest in the community and the world outside their own, curriculum can expand beyond the child’s immediate experience of self, home, and family(NAEYC 1986).
Six-year-olds are active learners and demonstrate considerable verbal ability. They are interested in games and rules and develop concepts and problem-solving skills from these experiences. Hands-on activity and experimentation are necessary for this age group (NAEYC 1986). Seven-year-olds become increasingly able to reason, listen to others, and show social give-and-take. Spatial relationships and time concepts are difficult for them to perceive. Flexibility, open-mindedness, and tolerance of unfamiliar ideas essential in social studies are formed to a remarkable extent by the interactions of the four- to that by age nine or ten children have well-established racial and ethnic prejudices and these are highly resistant to change (Joyce 1970); therefore, teachers must go beyond studies of other cultures and celebrations of their holidays and include studies of families, music, shelter, customs, beliefs, and other aspects common to all cultures (NAEYC 1986).
As an early childhood teacher, how would you address multiculturalism in your classroom knowing that it is vital for children to be exposed to racial and ethnic discussions by age nine? State at least three different ways that you would address race and ethnicity within the context of social studies. You must cite at least 1 source.