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February 1, 2015Australasian Journal of Early ChildhoodOpen Access

Teacher Knowledge, Child Interest and Parent Expectation: Factors Influencing Multicultural Programs in an Early Childhood Setting

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Authors

KGKaren GuoDeakin University

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Implication

Identifies influences on multicultural curricula in an early childhood setting, highlighting the role of culture and teacher knowledge.

Key Points

  • The study aims to explore how teacher knowledge, child interest, and parent expectations affect multicultural programs in early childhood education.
  • Conducted a qualitative analysis of one early childhood center in New Zealand.
  • Applied a critical social constructivist framework to assess the multicultural curriculum features.
  • Investigated teachers' knowledge and curriculum responsiveness to minority cultures.
  • Curriculum emphasizes supporting minority cultures, but heavily relies on mainstream teaching methods.
  • Teachers' subjective knowledge significantly shapes the curriculum's effectiveness in addressing children's needs.
  • There is a persistent focus on cultural equity and social justice in program development.

Cite This Study

Karen Guo (2015) studied this question.

synapsesocial.com/papers/69deeaed488ed2d92be94407https://doi.org/10.1177/183693911504000109
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  3. 3Critical multiculturalism: supporting early childhood teachers to work with diverse immigrant families2016 · 37 citations