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Introduction
There are six approaches to multicultural education. These approaches have differences especially in how they are implemented in classrooms. York, S. (2001) points out that these approaches include human relations, single-group decisions, multicultural education, anti-bias education, culturally specific education, culturally relevant anti-bias education. The choice in this paper is the Multicultural Education approach. Multicultural education is a discipline that focuses on equal educational provisions and opportunities for learners from different backgrounds. These differences range from races, ethnic backgrounds and social backgrounds within different cultural settings.
Analysis
Characteristics of multicultural education include the delivery process which acknowledges and provides detailed information on differences in learning, the challenges in the learning styles and the differences in the classroom. It is also characterized by the complete and accurate perspectives, the diverse learning and teaching parameters, the presentation of concepts in different perspectives, the engagement of students in learning and teaching activities, the social and democratic issues and lastly the constant and periodic tests of the learners so that business is avoided.
It focuses on assisting different learners to acquire skills needed to effectively go through their studies. The students society is diverse so that students backgrounds can be accommodated. Their interaction within the society must be understood. This approach has a direct influence and impact on childrens diversities and differences. Communication, interaction and negotiations are possible for people from different backgrounds so that a more diverse community with common moral grounds is achieved. Society can now work on a common goal and purpose.
Multicultural education provides children in early childhood with the message that being different is not a mistake, differences are good and acceptable, and children should learn to choose how they want to live in a diverse society. Equality is affirmed in this approach: children from different backgrounds deserve the same opportunities irrespective of their gender, their race and their class in society. This means that poor children should feel the same as those from affluent families. There should also be no discrimination on different religious beliefs and doctrines, ages and abilities. The programs to be adopted for early childhood education should be non-discriminatory and should demonstrate respect for the young childrens families, family life at home, and the learning style used by the teacher to explain ideas to them. These children become skilled at the contributions and traits of the cultures and societies they learn in the community. (Gay, 2000) illustrates that it is very important for teachers to learn how to recognize, honor and incorporate the personal abilities and behaviors of students in their teaching strategies in class.
The children are taught when they are young how to use other languages since it is at this stage that they can accommodate different languages easily. This makes the children speak different languages thus a particular child will not wonder why the others dont speak or use his or her language. The materials used in the classroom are a true reflection of the diversity: Units and symbols used for boys and girls in the illustrations, families, and other examples in class should also show the diversity in this approach.
Conclusion
This approach is recommended since it recognizes not only the similarities and differences in class but also the respect for these similarities and differences. Society is seen as a whole and all the children in the classroom aim at a particular goal since they are not divided into ideas and opinions.
References
Gay, G. (2000). Culturally Responsive Teaching: Theory, Research, and Practice. New York: Teachers College Press.
York, S. (2001). Roots and Wings: Affirming Culture in Early Childhood Programs. Upper Saddle River, New Jersey: Pearson.
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