Later that day, Mrs. Osbourne thinks back to story time. She can’t remember Jamal ever relating to a story like that. He’d been excited and yet sat quietly, entranced by the pictures on each page. He’d even asked to see the book after the story was over; pointing to the pictures and talking about his own memories of the day his baby sister came home from the hospital. “What was it about this story that connected so deeply with Jamal?” Mrs. Osbourne wonders. Then it dawns on her: This is the first story the class has read that mirrors Jamal’s life and his African American heritage—he’d felt personally connected because he could see himself in the story.
Module 6 (Weeks 10 and 11): Critical Conversations
“He’s like me!” a young boy shouts, referring to the book that his teacher is sharing at circle time, Peter’s Chair. Mrs. Osbourne smiles and asks, “What makes Peter like you, Jamal?” Jamal answers, “He has the same color skin as me! I also have a baby sister who got all my old toys and my crib.” The teacher commends Jamal for finding these similarities and continues reading the book to the class.
Later that day, Mrs. Osbourne thinks back to story time. She can’t remember Jamal ever relating to a story like that. He’d been excited and yet sat quietly, entranced by the pictures on each page. He’d even asked to see the book after the story was over; pointing to the pictures and talking about his own memories of the day his baby sister came home from the hospital. “What was it about this story that connected so deeply with Jamal?” Mrs. Osbourne wonders. Then it dawns on her: This is the first story the class has read that mirrors Jamal’s life and his African American heritage—he’d felt personally connected because he could see himself in the story.
Hastily, Mrs. Osbourne begins to shuffle through the books in her classroom. With disbelief, she realizes that aside from this story, her classroom does not offer any other books in which Jamal might see himself reflected. She also realizes that Jamal is not the only child about whom she needs to be thinking. Though she has many wonderful books, she now realizes she lacks those that feature the various cultures, races, abilities, and family configurations of the children in her classroom as well as the children in society. With Jamal’s big smile on her mind, Mrs. Osbourne logs onto her computer to learn more about culturally responsive picture books and how to integrate them into her curriculum.
In this module, you explore why culturally responsive practices and inclusive settings are vital to a young child’s literacy journey. Each of your Discussions, titled Critical Conversations, will prompt you to investigate topics and issues that affect literacy development for today’s young children growing up in a diverse society. This module also marks the completion of your Assignment titled A Language and Literacy Development Journey. In Week 10, you submit the final draft of your Assignment for Instructor grading. In Week 11, you use your Blog to reflect on your Assignment.
Note: This module is 2 weeks long.
Learning Objectives
Students will:
· Analyze current perspectives on language-related topics and issues
· Evaluate current research on language and literacy development
· Analyze personal language development journeys
Discussion: Week 10: Critical Conversations—Part 1: Developing Perspectives Based on Resources
What does it mean to engage in a critical conversation? Critical conversations can promote open dialogue about controversial topics while at the same time broadening and deepening knowledge. Using both candor and research-based facts, critical conversations related to early childhood education allow professionals to collaboratively discuss issues that affect their work and their field. When engaging in a critical conversation, it is imperative to remain sincere and focused on the issues at hand. Open-mindedness and empathy are two traits that can propel your understanding of a topic to a deeper level.
In this Discussion, you and your colleagues engage in critical conversations that surround bilingualism and inclusive settings.
To prepare
Review this module’s Learning Resources, reflecting on how you might employ the “critical conversation” approach when engaging with colleagues. Then, select one of the following topics and conduct research to locate one scholarly article that further elaborates on the issue:
· Bilingualism and biliteracy education
· Inclusive settings for children with exceptionalities, such as language learning challenges
http://fcd-us.org/sites/default/files/Challenging%20Common%20Myths%20Update.pdf
https://ezp.waldenulibrary.org/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F1564230207%3Faccountid%3D14872
http://www.dana.org/Cerebrum/Default.aspx?id=39483
https://s3.amazonaws.com/www.newamerica.org/downloads/Better_Policies_For_DLLs.pdf
and I need you to writ 200 words on how you feel about this post
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