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Multicultural students - multicultural education in kindergarten and schools

Multicultural students - multicultural education in kindergarten and schools. Our world nowdays. We’re a part of a multicultural society Different cultures have to live together We have to accept different abilities, habits, customs. Exercises of schools. Educational institutions

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Multicultural students - multicultural education in kindergarten and schools

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  1. Multicultural students - multicultural education in kindergarten and schools

  2. Our world nowdays • We’re a part of a multicultural society • Different cultures have to live together • We have to accept different abilities, habits, customs

  3. Exercises of schools • Educational institutions • Pedagogues • To solve the upcoming problems parents have to open up as well • They have to cope with the differences, try to provide equal chances to all of the students, regardless to their cultural differences

  4. Cause of problems

  5. Schools and kindergarten working with multicultural moral • They don’t make selection among children • Don’t exclude the ones bearing with special abilities • Don’t reject to educate children belonging to minority groups • Sensitive for the needs of special groups • Child-centered educational program • Highly-educated pedagogues • Multicultural curriculums • Cooperation with parents is also crucial

  6. Opinions of pedagogues(ourresearch, University Kaposvár, 2011) • 87% of pedagoguesknowtheconceptmulticultural • Multiculturaleducationdependsonpedagogues • Pedagoguesteachinginsecondaryschoolssaysthatthemulticulturalteaching is theexercise of foreign-languagelessons (

  7. Problems to be solved • The key of multicultural education is the teacher • Reform of pedagogue-education, teaching multicultural education • Reforming the schools to be more child-centered • In secondary schools the range of education should be widened • Should not only include getting to know other cultures

  8. Multicultural knowledge can be taught • In the foreign language lesson • In the singing lesson • In the literature lesson • In the history lesson

  9. Throughtmulticulturaleducationchildrenwill be • Tolerantnotagressive • Recipient, acceptor • Helpful • Sensitive • Theyhavetolearnto • understandotherpeople • and helpthem

  10. Multiculturaleducationhelpstounderstandthesituation of the • Minorities • Children and adults with abilities • Handicapped people • Poor people • Talented people

  11. Gipsy minority in Hungary • 500 000 gipsies live in Hungary • Inequality in school • They dont want to go to the Kindergarten (3-6 years old) • Many children excluded from school • Regularly absent from school • Few learn in the secondary school, ever fewer on the university

  12. Cause of problem

  13. Currentsituation of theeducationofGipsychildreninschools • The teachers do not know the gipsy culture, characteristics of the children • Qualified teachers with multicaltural knowledge • Objective - the education of teacher and kindergarten teacher

  14. The educational background of the failure • The prejudiced society (parents, children, teachers) • The knowledge of majority population in a different culture (customs, habits traditions) • The lack of multi-cultural approach in the schoolbooks • The lack of the educational methods for unprivileged children

  15. The lack of the multicultural education • Resulting disadvantages of Roma children • In a monolingual school, they lose their culture • They lose your language, mother tongue • Gipsies has in the 1. class language difficulties

  16. The children are born without prejudice family socialization institutional socialization prejudices come from parents from the friends from the teachers from the media Prejudices and socialization

  17. The donotknowanypositivequalities of gypsies • Theyknowonlythenegativeside: • theysteal, cheat, lie, fight • theyaredirty, smelly • they beat thepeople (ourresearch, University Kaposvár 2011)

  18. Their excellences • The culture of gypsies is rich, variegated • Theyaregiftedinarts (music, dance, visualarts ) • Theyaresensitive, direct and temperamental • Theyarechild-, and familycentered

  19. Integration or segregation? • Integration is veryimportant • butsegregationtoo!!!! • furthermore, individualdevelopment • fight down thedisadvantage • saving of ownculture • It is veryimportanttodoavoidthepessure of assimilation

  20. Find the optimal level • we need to find a balance between segregation and integration • both must be present at the same time in the institutional education • early preschool development programs • remedial education program

  21. Educational institutes for gypsy children • They don’t need special kindergarten, they are the part of our society • They have to grow up with other children • BUT • It should be pointed them every 1-1 days for a special developement • Their linguistic disadvantage should be eliminated even before entering school • We need teachers, who speak gipsy language too

  22. The role of the school • the habit of gypsychildreninthecommunity • otherchildrenhavetoacceptedthegypsies, pro and contragypsiessholdaccepttheHungariancultureaswell • Prejudice-freeschoolclimate • coexistence of twocultures • mutualunderstanding

  23. Multicultural projectweekparticipants

  24. The program of the project weekGypsyculture • gypsy songs, rhymes are common experiences • dance learning • understanding gypsy folk tales, dramatization • know and show gypsy folklore • Make and eat special gypsy foods • Traditional handcrafts art • To learn some important words and phrases

  25. We can explain to the children • With the help of • Tales • Songs • Poems • Pictures • Foods • Dance • To the understanding acceptance leads the individual experiences.

  26. The children and the parents have to learn throught understanding culture • All people are equal • everyone has an equal right to life • to learning • Everyone has to accept the other • Evryone has to help each other

  27. The task of the future • The restructuring teacher education • The current schools restructuring child-centered schools, alternative schools • Romani-speaking teachers use to help • early development, prioritizing language close-up

  28. Project planstepbystep • Titel • Object, aimdefinition (professional and educational) • Timeplan, hourstohours (day, week, mounth) • Content of the project, exercises • Participants • Locations • Tools and accessories • Budget

  29. Closing the project • Present of thewholeprojectwork, results • exhibitions, portfolio, • dramaperformances, • puppet show • account of experiences

  30. Thank you for your attention!fekete.andrea@ke.hu

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