Why Does Culture Matter - Clayton Early Learning

Marcus Garvey, a Jamaican journalist, publisher, and political activist in the late 1800?s, once stated, ?A people without the knowledge of their past history, origin and culture is like a tree without roots.? Events such as cultural celebrations or cultural exchanges are necessary to promote understanding around issues of difference, but it doesn?t stop there.

The journey that Clayton Early Learning embarks upon with each individual child and their family is one that honors cultural foundations. We value and implement Principle 1 of the document Revisiting and Updating the Multicultural Principles for Head Start Programs Serving Children Ages Birth to Five, expressing that ?Every Individual is rooted in culture? (p. 11).

At Clayton Early Learning we understand that in order for an early childhood educator to work effectively with a child, it is critical to work through the lens of the child?s individual culture. As stated in the manual Cultural Proficiency: A Manual for School Leaders, ?Culture is a predominant force; you cannot not have a culture? (p. 6).

The definition of culture can be simultaneously complex and yet simple in nature. It is important to understand that an individual?s culture comes in layers.
From universal identity- being part of the human species, to group identities such as race, age, gender, geographical, etc. and then familial identity (positioning in the family, effects of childrearing practices and historical family background). These levels of identity build an individual?s culture that make them unique, and yet also connected to others through shared experiences and identities.

For Clayton, learning how to build relationships that honor who a child and their family are is a work that is continuously growing. A wide range of information is captured spanning from the child?s family structure such as: who are the primary caregivers, home language, to important health information about the child and the family, all beginning at enrollment. In addition, a two page document called the first home visit form interviews the family about things like the origin of the child?s name, to favorite foods and eating habits, as well as educational practices within the family. All of this is done for the child to have a better connection to the teachers in their classroom, with their classmates, and ultimately to thrive in their educational setting and with the primary caregivers in their classroom.

In learning about a child, it is understood that culture is a part of the picture, but not the whole picture. A great point made in the Multicultural Principles document is that, ?Culture is a way or (ways) of living.? In other words, culture is not the only way to explain human development?Individuals are also dynamic- they change and adapt to the circumstances of their lives? (p. 14). Clayton utilizes the detailed information that is received about each child as a firm foundation upon which to build strong transitions and growth in developmental milestones which ultimately will support a child?s success throughout their academic career and beyond.

Points of Reflection:
? Culture is a predominant force
? Diversity within cultures is vast and significant
? The group identity of individuals is as important as their individual identities
? The family, as defined by each culture is the primary system of support in the education of children.

References:

http://www.brainyquote.com/quotes/keywords/culture.html#OWKPCqHm5DRbPhW4.99

Revisiting and Updating The Multicultural Principles for Head Start Programs Serving Children Ages Birth to Five (2010). HHS/ACF/OHS.
Lindsey, R. B.; Robins, K. N.; Terrell R.D. (2009). Cultural Proficiency: A Manual for School Leaders. (Corwin Press; Thousand Oaks, CA)

Source: http://www.claytonearlylearning.org/blog/?p=1069

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