Maintaining diverse children means noticing that all of them are special in their way. Their differences incorporate their levels of reading, cultural backgrounds, robust capabilities, religion among other things. Children exhibit diversity characters in class, but teachers today should embrace and make positive use of the situation. Trainers should value miscellany while modeling the form of mind to the children. When valuing diversity, teachers should regard and perceive the manner in which children are idiosyncratic, and the differences are something they should appreciate (NYU Steinhardt, 2008). For example, when handling a specific matter, teachers should assemble a diverse group with a wide array of approaches to properly assess the case. It is also vital for trainers to desist from picking groups of children with overall competencies gathered in a single region (Hawley et al., 2018). The paper will recognize three challenges incorporated in ensuring that strategies of teaching are effective for culturally diverse kids. Further, the article will address cultural encounters in the classroom setting under the sociological notion of conflict theory. Then, it will provide details about the cultural challenges using Piaget’s stage of development.
There are numerous problems associated when making sure that the strategies of teaching are effective for culturally diverse kids. To start with, children face cultural challenges in which not have the courage to face their seniors or their colleagues. The shy off and therefore are forced to look away or stare at the floor. This is an indication of appreciation in some cultures (Hawley et al., 2018). Those children who are with problems in speaking abstain from requesting for assistance and may not answer with their consent. Such a group gestures or smiles, demonstrating they understand the discussion when in the real sense that is not the case. There are about matters of communication and cultural contrasts. Teachers are advised to practice understanding and persistence as the children adapt to new environments.
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The other challenge is about the parents’ attitude because they have a notion that the children are victimized because they hail from, minority backgrounds. This majorly happens without their knowledge of either the victimizer or the victim. In the conduct, parents unknowingly use facial stances, expressions, and other nonverbal cues to pass a considerable measure that their young ones visualize. Parents sometimes talk about their predispositions openly, for instance telling their children not to involve with a particular group and these reduce their young one’s esteem towards other people (Hawley et al., 2018). Sometimes parents and guardians take part in ethnic self-demonization. This is a situation evident in meetings where pessimistic mentalities have affected the manner in which people feel about and see themselves. Parents at times propagate the mindsets with their children.
The next challenge, in this case, is about dealing with social fallacies. There are social myths, for instance where African children are not useful in some subjects; those regarded technical such as mathematics and sciences and therefore cannot learn to solve problems in the stated fields. There is a further misjudgment that Americans are good at some subjects, but this is not the case (Hawley et al., 2018). All children are unique and have the required skills to perform operations similar to their counterparts regardless of race. Children have differently capabilities, and this fact is not reliant on race or cultural practices.
Considering the cultural challenges within the classroom setting, it is clear that education develops social inequality via standardized tracking and testing. In the funding and learning circumstances, schools are different and therefore resulting in matters of inequality and learning disparities. The theory notes that social issues take place when others mistreat their colleagues. Conflict theory in education hinders effective strategies of teaching that are paramount for ethnically diverse children (Hawley et al., 2018). When teachers are acknowledging that children are different, they face many hurdles when they decide to put the conflict theory into practice. Conflict theory in many instances misguides teachers into deflecting their emphasis on focusing on children equally and in its place, attends to others.
On the other hand, Paget’s stage of development provides information for children aged between five and seven years. This is a stage where they are mentally representative of events and objects while engaging in symbolic play. Here, children do not manipulate information using their brains and thus cannot comprehend specific details (Naeyc, n.d). Children in this stage cannot regard the needs or requirements of peers, and therefore are viewed egocentric. Considering the teaching approaches, Paget’s preoperational phase of development is a massive challenge for the trainers in making sure the strategies of providing information are sufficient for culturally diverse children (Hawley et al., 2018). Apparently, the stage offers some challenges for teachers to identify and acknowledge the differences within children as they scholars cannot understand real understanding. Thus, to understand the Piaget’s preoperational development phase enables teachers and trainers to initially assess every child to determine their weaknesses and strengths before evaluating them on equal terms.
In conclusion, cultural diversity is a matter of great importance given the fact that there are broad aspects influencing the viability of culturally diverse children, for instance, the general attitude towards the concept of diversity, culturally responsive curriculum, the institutional educational settings, in addition to the community involvement. Thus, teachers and tutors should exercise the willingness to apply team-solving skills and therefore effectively use the communication skills. This will be aimed at developing solutions to the unattained requirements. All tutors and teachers irrespective of any level should attain the needs of their children.
