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Linguistic Diversity in Early Childhood Education
The experts around the world recognize that the early childhood is the period of most rapid physical and childs mental development, the initial formation of physical and mental qualities which are needed a person during the rest of his life, such qualities and properties that make him human. The feature of this period, that distinguishes it from other subsequent stages of development, is that it provides a common development, which serves as the foundation for the acquisition of further special knowledge and skills. Support and all-round development are the main significances, and the unique environment of that period would not take place any more and it would be difficult and impossible to catch all the shortages.
Linguistic diversity in early childhood education is a very important question, which requires amendment and further development.
Nowadays, the population is becoming culturally and linguistically diverse, and all these demographic changes require teachers to be more culturally developed and be ready to work with diverse little children and their families. A good teacher needs to pay attention and express his positive attitude to children that are linguistic diversity.
First of all, each teacher must seriously reflect on her own attitudes and perspectives toward linguistic and cultural diversity. Recognition of the need to change ones own attitude is an initial step. This recognition must be followed by taking advantage of opportunities to learn more about the languages and cultures represented in your classroom (Otto, 2010, p. 84). Teachers need to understand and respect the diversity of all their children and create such ways of teaching that will profit their children. Teachers should collaborate with each other in order to help and create lessons with linguistic diversity for their children. They have to maintain childrens desire to learn one more language and to be ready to introduce it in the classroom.
Secondly, teacher should create a positive classroom environment that acknowledges, values, and enhances that diversity (Otto, 2010, p. 85). It would be a great idea to choose literature from different cultures. For children, it is useful to select multi-colored books with funny tales, interesting legends, and jolly songs. You know, it will raise childrens interest and motivation to be linguistically diverse. It would be very useful to decorate the classroom with the things from other cultures: costumes, distinctive marks and others. Teachers have to invite a guest, native speaker of the language, but before that children have to learn greetings, simple expressions in order to practice their skills with that person. Also, it is good to demonstrate movies, cartoons which express the peculiarities of that language.
Thirdly, one more method to facilitate positive attitudes toward cultural-linguistic diversity is by creating a learning community in your classroom. At the center of each learning community is a teachers deep respect for each child in her classroom (Otto, 2010, p. 88). Teachers have to entrap all students to take part in such learning activities; to encourage in positive way all childrens achievement and contribution; to support all childrens creativity; to invite parents in order to share with them their childrens achievements; to provide some opportunities for children to engage in small group activities within formal and informal settings (Otto, 2010, p. 88).
That is why the quality of early childhood education depends on the nature of communication and relations between teacher and child. And the teachers aim is to promote the development of a child as personality.
Reference List
Otto, B. W. (2010) Language Development in Early Childhood Education (3rd Edition). Upper Saddle River, New Jersey: Pearson Education Inc.
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