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Article
Culturally responsive literacy practices in an early childhood community.
Faculty Publications
  • Susan V. Bennett
  • AnnMarie Alberton Gunn
  • Guda Gayle-Evans
  • Estanislado S. Barrera IV
  • Cynthia B. Leung, University of South Florida St. Petersburg
SelectedWorks Author Profiles:

AnnMarie Alberton Gunn

Cynthia B. Leung

Document Type
Article
Publication Date
2017
Date Available
2017-04-11
Abstract
Early childhood educators continue to see an increase in their culturally diverse student population. As our country continues to grow as a multicultural nation, it is imperative that our early childhood classrooms embrace this rich diversity and provide experiences that affirm all students, families and communities. We (teacher educators) synthesized the current research into the following five frameworks that we believe embody the foundation of culturally responsive teaching (CRT) in an early childhood setting: (a) developing a culturally responsive classroom community, (b) family engagement, (c) critical literacy within a social justice framework, (d) multicultural literature, and (e) culturally responsive print rich environments. In this article we situate each framework within the larger context of research. Next we move beyond discussing CRT practices by offering ideas on how culturally responsive classrooms look and how to implement this pedagogy and in an early childhood setting with real classroom practices.
Comments

Citation only. Full-text article is available through licensed access provided by the publisher. Members of the USF System may access the full-text of the article through the authenticated link provided.

Language
en_US
Publisher
Springer
Creative Commons License
Creative Commons Attribution-Noncommercial-No Derivative Works 4.0
Citation Information
Bennett, S.V., Gunn, A.A., Gayle-Evans, G., Barrera, E.S. IV, & Leung, C.B. (2017). Culturally responsive literacy practices in an early childhood community. Early Childhood Education Journal, doi: 10.1007/s10643-017-0839-9