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1. The answers should be from the video transcript way at the end so only use that one please.

2. The only qyesrions you will have to answer are the ones labeled a and b orher than that dint answer anything.

3. when writing your answer please specify each andwer is for what question. thank you

Think back to when you were a young child of 3 or 4. Do you remember the toys you played with or the books you read? Did those toys or books represent a diversity of cultures or perspectives? Schools in the United States today are increasingly diverse and teachers have an important role to play in creating an environment that is warm and welcoming to children from many cultural backgrounds. In the following video you will hear about ways in which preschools can use culture to explore our similarities and differences.

a) In what ways do the teachers use materials in the classroom (art supplies, books, toys) to indicate that all children belong? Describe two things you noticed.

b) What are some ways teachers work with parents to enrich the cultural knowledge of their students? Share two examples.

Video Transcript:

[ Music ]

>> I believe that multiculturalism in education is the bringing together of people and understanding what brings us together and we have a lot of similarities and a lot of differences too but the similarities are the common thread. So strong multicultural curriculum really emphasizes what those similarities are and uses the differences as teachable moments to enlighten the children on things that happen in other people's homes and cultures and different ways of doing things and different perspectives. Something that's very important here is that we make sure that multiculturalism is not something that happens during one specific lesson or one specific week. It's something that happens throughout the day in the course of teacher conversations with children, in the course of book readings. It's really finding those teachable moments to bring together the children to understand what all of our similarities are by understanding some of our differences as well. So it gets woven in throughout the day so it becomes common practice and something that's just felt within the school and it's not just a one shot deal. What we want children to be able to witness when they walk into the room is a sense of belonging and that's exhibited through the materials that are in the classroom.

>> You can do the paints, you can do the vocab words, you can go to book area, you can go to house area, and you can go to blocks with the people. Vocab words? All right that's right in the middle of the table. Allea where would you like to go? All right. Evie where would you like to go? At the arts table today we did sponge painting with all different kinds of people and what I tried to do was incorporate different colors of skin. I did brown, I did tan, I did like a lighter yellow, I did white. Just to kind of show the kids, look, everybody can be a part of your picture and your art. The kids can even make themselves because a lot of times if you give them all a certain color, they're like, well this doesn't look like me but now they have more of an option to make it be more like themselves.

>> What color is the Tianna?

>> Black.

>> Hm. It starts with a B, we can try again.

>> Brown.

>> Brown, right and what other colors did I put out?

>> Yellow.

>> Yellow, what else?

>> White.

>> So in our book area we make sure that there's a wide range of not only genres but books that illustrate different people so that the children can find characters in the stories that relate to their families so it can be different cultures, different backgrounds, and different family make ups. While we want to make sure that that's all represented so that when the children go to the bookshelf they find something that really has specific meaning to them and the life that they have outside of school.

>> This is called clever sticks. Let's find out what they are. Ling Sung started school on Monday but on Wednesday morning he decided he didn't want to go anymore. There were too many things the others could do that he couldn't, like tying up his shoes. Terry could do his and he kept undoing them and--

>> And the particular book that we happened to read, you know, described about this little boy who really didn't want to go to school because he didn't know how to tie his shoes and he couldn't zip his coat and he couldn't spell his name and it made him really feel uncomfortable.

>> Have you ever used chopsticks before?

>> No.

>> I have.

>> You have? Well I think he was pretending the paint brushes were chopsticks which are like little wooden sticks that a lot of people from China, they use to pick up their food. I like using them sometimes when I go to a Chinese restaurant.

>> Except the pretend that they're chopsticks.

>> There you go, but that's a good idea.

>> But come to find out in the end he could do something that you know, not many of the kids in the class could do. He knew how to hold chopsticks and it turned out that all his friends thought it was a, you know, an absolutely amazing thing and they all wanted to learn it in the end. The book was very multicultural and the little boy who was of Asian descent ended up showing all the children this really amazing thing that he could do involving chopsticks.

>> Well you can put blankies on them, that's right, yeah.

>> We have a wide range of different types of dolls and the teacher interacts with the children and the dolls in the dramatic play area as just those are just dolls, there's not any real call out of the differences so the message there, the communication to the children is that we're all the same regardless of what our skin tone and our skin color is.

>> I think, what do you think they're missing, what do they need?

>> Underwear.

>> What? They already have their diapers on.

>> Underwear.

>> What else could they use?

>> Pants.

>> Pants?

>> The station that we had, one of them particularly open is the dramatic play area which we have different multicultural dolls, we have some Caucasian dolls, some African American dolls, and we just find that that's really important so kids just aren't associating one color with the doll and going, oh, there's only Caucasian babies and no African American babies.

>> All right so I need Alex. Alex can you dress the babies for me? They need to get dressed, I think they're very cold. Don't hold babies by the head. How do you think we pick up a baby? There we go.

>> Our teachers don't have direct lesson plans to talk about a specific holiday like Christmas or Hanukah. However if a parent approaches the teacher and wants to come in share about their tradition that happens at a particular time of the year the parent is welcome to come in and lead an activity with the classroom where the teacher serves as their assistant and the reason that we do this is because the teachers don't have a wealth of information about every culture. Their understanding is related to their belief systems that they were raised with so we feel that the family really has that repository of cultural knowledge that they can bring to the classroom and share with the children.

>> My advice to new teachers or new administrators is to not be afraid of multiculturalism and what it means and to really be ready to embrace the differences that they find in their classrooms and in their schools because it creates a much richer environment within the school community and within that classroom community as well. By incorporating multiculturalism into your classroom on a daily basis it gives the children the world view that they need to be successful as they move forward throughout their schooling and into their adult life as well.

thats everything in the video, if you cant find them just create something up that you think is suitable and will work there.

use google or anyrhing just create anyrhing up that fits there