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Essay / Research Paper Abstract
This 3 page paper provides an overview of existing studies on how to develop tolerance and respect for diversity through programming. This paper relates the application for early childhood education. Bibliography lists 7 sources.
Page Count:
3 pages (~225 words per page)
File: MH11_MHtolera55.doc
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Unformatted sample text from the term paper:
is related directly to the process of instruction, including the messages, context, concepts and instructional process, must be a component in addition to diversity programming. The existing literature
focuses on a number of ways in which the attitudes and perspectives of students are influenced in the school setting. Educator perspectives demonstrated through instruction and interactions can
foster positive views of diversity (Eliot et al., 2010), while instructional materials that integrate a range of different cultural viewpoints can be essential to maintaining a focus on the value
of diversity (Morgan, 2009a; Morgan, 2009b). Stipek (2006) maintained that the connection between both the instructional process and the instructional content can be one of the major factors in
changing the way children perceive themselves and their roles in the world. Creating tolerance, empathy and respect, then, can be shaped by a changing instructional focus, including the belief
that pedagogy must reflect a set of values in relation to diversity. The development of instruction-based diversity learning as an element in expanding the views of diversity and the
value of cultural understanding has been reflected by a number of researchers, including Richards, Brown and Forde (2006), who maintained that there is a growing need for culturally responsive pedagogy
in the educational setting. The creation of materials, strategies and activities in the learning environment that are culturally responsive and represent an understanding of global diversity is essential to
creating motivation and engaging students in learning experiences that are authentic (Thompson, 2008). Instruction informs the classroom and school culture and defines how the views of educators are perceived
in relation to the focus on attitudes that influence responses to diversity. Specifically, culturally responsive pedagogy shows the connection between the educator, the learners, parents, administrators and the school
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