What happens when a teacher does not share a cultural background with her students? In this thoroughly engaging account, one North American teacher describes her three years teaching Haitian children in an inner-city preschool. Using classroom research, Cynthia Ballenger explores how teachers who listen closely to children from other cultures can understand the approaches to literature that these children bring with them to school. Practitioners will identify with Ballenger, who struggles to find the academic strengths of children whose parents do not read them bedtime stories or otherwise prepare them for school in ways that are familiar to her. Focusing on three areas crucial to early childhood education (classroom behavior, concepts of print, and storybook reading), this book will challenge many widely held assumptions and cultural perspectives about the education of young children.
Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.
Cynthia Ballenger is an Early Childhood Specialist currently on staff at the Cheche (add accent) Konnen Center, A National Science Foundation-funded center for science education reform and linguistic minority students.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
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Paperback. Etat : Good. A teacher describes her three years teaching Haitian children in an inner-city preschool. Using her own classroom research, the book explores how teachers find ways to listen closely to children from other backgrounds and the approaches to literature that these children bring with them to school. N° de réf. du vendeur CIN0807737895G
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