What Researchers Say...
There is an immense importance encompassed in learning about other cultures through literature. The best way to learn about who you are is to know who you are not. Researchers agree that it is very important to for children to learn about other cultures as a young child. Young children are very open-minded and are still forming their thoughts about the world and the culture they live in. Exposing children to other cultures generates understanding and appreciation for alternate customs/traditions; gives an opportunity to compare/contrast and cultures; and an introduction to internationalism. Ponciano and Shabazian, authors of interculturalism: Addressing Diversity in Early Childhood, state that even at a very young age children are aware of the racial and social perspectives held by the adults around them (25). In addition they state, “Preschool children actively construct their own self identities by examining their similarities and differences from others (std. in Cross). Therefore, it is very important as early childhood professionals and parents to teach children the importance of cultural diversity through children’s literature.
It is important for children to understand there are different cultures other than their own. Researchers state that preschoolers are able to understand cultural differences, values, and economic classes (Ponciano and Shabazian, 24). This creates a wonderful opportunity for teachers and parents to illustrate cultural diversity and inclusion with a positive tone. As educators we play a significant role in identity shaping and must take that opportunity to help mold cultural sensitivity and understanding. St. Amour, author of Connecting Children’s Stories to Children’s Literature: Meeting Diversity Needs, states that educators can use storytelling to determine how much their student knows about a different culture, what their current beliefs are, and where a better understanding is needed (47). Furthermore, she states the stories a child chooses to share reflect their current beliefs. In using children’s literature as one faucet to teach cultural diversity, we are facilitating a cultural experience that can be applied in their futures.
The use of children’s literature also fosters an opportunity to compare and contrast their culture to other cultures. Reading material that includes traditions and customs of other cultures help a child understand that although there are many differences between cultures there are many similarities as well. This allows a chance for the child read a book, analyze, question, and apply it to their lives (Perini, std. in St. Amour 48). For example, Christmas is celebrated in many different cultures, but in different ways and respects. This is an important lifelong lesson for children to grasp and apply in their futures. Learning about other cultures is also beneficial to the teacher as well. According to Sarafica and Vargas, “Culture is dynamic not static”, which means culture is always changing (590). There may be new aspects of culture that the teacher can freshen up on.
Children’s literature can also be used to introduce children to internationalism. Picture books and stories can be used to illustrate cultures and generate creative ways to bring a culture “home”. Children can easily indulge in a book that takes place in a country thousands of miles away and gain appreciation and love for the culture; this is
internationalism. Joels, author of Weaving World Understanding: The Importance of Translations in International Children's Literature, states that internationalism is the ability to exchange information about different cultures (Joels 65). She further explains that children’s literature quickens the process of understanding the world (66). It allows them to explore and become open-minded. Researchers believe that educators should embrace the customs, rituals, and cultural routines of the children in their classrooms and give them an opportunity to share (Ponciano and Shabazian 27). This sharing experience would foster and encourage internationalism within the whole classroom.
It is important for children to understand there are different cultures other than their own. Researchers state that preschoolers are able to understand cultural differences, values, and economic classes (Ponciano and Shabazian, 24). This creates a wonderful opportunity for teachers and parents to illustrate cultural diversity and inclusion with a positive tone. As educators we play a significant role in identity shaping and must take that opportunity to help mold cultural sensitivity and understanding. St. Amour, author of Connecting Children’s Stories to Children’s Literature: Meeting Diversity Needs, states that educators can use storytelling to determine how much their student knows about a different culture, what their current beliefs are, and where a better understanding is needed (47). Furthermore, she states the stories a child chooses to share reflect their current beliefs. In using children’s literature as one faucet to teach cultural diversity, we are facilitating a cultural experience that can be applied in their futures.
The use of children’s literature also fosters an opportunity to compare and contrast their culture to other cultures. Reading material that includes traditions and customs of other cultures help a child understand that although there are many differences between cultures there are many similarities as well. This allows a chance for the child read a book, analyze, question, and apply it to their lives (Perini, std. in St. Amour 48). For example, Christmas is celebrated in many different cultures, but in different ways and respects. This is an important lifelong lesson for children to grasp and apply in their futures. Learning about other cultures is also beneficial to the teacher as well. According to Sarafica and Vargas, “Culture is dynamic not static”, which means culture is always changing (590). There may be new aspects of culture that the teacher can freshen up on.
Children’s literature can also be used to introduce children to internationalism. Picture books and stories can be used to illustrate cultures and generate creative ways to bring a culture “home”. Children can easily indulge in a book that takes place in a country thousands of miles away and gain appreciation and love for the culture; this is
internationalism. Joels, author of Weaving World Understanding: The Importance of Translations in International Children's Literature, states that internationalism is the ability to exchange information about different cultures (Joels 65). She further explains that children’s literature quickens the process of understanding the world (66). It allows them to explore and become open-minded. Researchers believe that educators should embrace the customs, rituals, and cultural routines of the children in their classrooms and give them an opportunity to share (Ponciano and Shabazian 27). This sharing experience would foster and encourage internationalism within the whole classroom.