Preschool Classroom Observation

1462 Words 6 Pages
My observation took place at Milpitas Head Start Program. I observed a preschool classroom for three days and for two hours each day. The class had seventeen children between the ages of three to five; seven were girls and ten were boys. The class consisted primarily of 13 Asians (76%), one Hispanic (6%), and three English speakers (18%). Out of the seventeen, four children were from the Inclusion program. An Inclusion child attends 30 minutes a day with special education staff. Other children attend three and one half hour sessions. Most of the children spoke another language at home. There were three bilingual staffs-Spanish, Vietnamese, and Tagalog.
My observation was started during drop-off time in the morning. The staffs greeted parents
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There were books about disability, African-Americans, in Spanish, but very few represents Asians. I assumed that due to the heavy Vietnamese population in the classroom, I was expecting to find materials or representation of Asians culture. Then, I noticed that there was no multicultural music in the classroom. Children love music and appreciate any opportunities they have to get up and move around in the classroom. Giving children the opportunity to listen to music, play instruments, experiment with sound, and move their bodies is vital in early care environments. Music and movement does not only help children develop their motor skills, improve their balance, coordination, hone their listening skills, but also helps them learn about cultures around the world and to explore sounds. Bilingual music or books is the perfect way to introduce children to other languages and cultures. This will help encourage cultural awareness and inclusion in the classroom.
Gonzales-Mena stated, “The ideal is that children benefit from learning new cultural systems and still keep their home culture” (Gonzales-Mena, 2008, p. 17). Parents were encouraged to speak in their native language with their children because it is the language in which they are likely to be most dominant or proficient. Staff
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The experiences from the past have been brought up in a family environment. Where racial, physical, ethnic, gender, and socio-economic diversity, and biases are present. It is important that the program administrators and staff understand their own personal biases. They should be cultural sensitivity, be willing to learn, and accept the range of differences present in the program. Environmental childhood programs should look and feel friendly to all children and should reflect the diverse world in which we live. In addition to being bright, colorful, safe and clean, it must include the artwork of children. It should show the diversity of the world through a rich supply of age-appropriate programs. For example, toys, dolls, books, magazines, photographs, and musical instruments. What is in the environment, as well as what is absent, providing them with the necessary information about whom and what is important. Every effort should be made to create a setting that is rich in possibilities for

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