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A Guide for Early Childhood Educators

The Influence of Cultural Background on Parenting

Beliefs and Practices:

The Impact on Children’s Learning Experiences

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CONTENTS

1. Introduction 3

2. Individualism vs. collectivism culture 5

3. The influence of cultural background on parenting 6

4. Socio-cultural perspective 7

5. Cultural tendencies 8

6. Culture and education: role of early childhood educators 10

7. Activities 11

8. Resources 13

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“Talking with children about differences allows them to feel good about who they are and

appreciate diversity in themselves and others.”

(“why culture matters for children’s development and wellbeing,” n.d.)

1. Introduction

Australia is a multicultural country, whereby

cultural diversity is central to its national identity.

Approximately twenty-percent of Australians speak a

language other than English at home; and approximately

one in four Australians were born overseas. Furthermore,

almost half the Australian population have an overseas

born parent. The multiculturalism in Australia has had a

positive impact on cultural diversity and the perception of

the world.

This guide for early childhood educators is designed to create awareness of ‘culture-clashes’

within culturally and linguistically diverse (CALD) families residing in Australia who have children in

early childhood learning facilities. The guide has been designed to emphasise the importance and

relevance of early childhood educators working in partnership with families, a child’s first and most

influential educator. The National Association of Young Children (NAYC) defines the term ‘early-

childhood’ as children immersed in learning experiences occurring before the age of eight, it is

during this period of the child’s life that they experience a crucial phase of growth and development.

It is during this age range (0-8 years), that the child develops foundations for their perception of the

world, moral outlook, self-esteem, social skills, and ultimately their self-identity. During early

childhood, the child becomes aware of differences among people of which they form an opinion and

attitude about; therefore emphasising the need for learning experiences during early-childhood

which facilitate children’s understanding of cultural differences/diversity.

This guide provides suggestions for supporting a child’s development, in compliance with the

early years learning framework (EYLF) for Australia, through facilitating the child’s sense of identity

with the inclusion of parental interaction in their learning experiences. This practice provides the

opportunity for educators and families to construct relevant learning experiences for a child with

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consideration and understanding of how cultural background influences perceptions of the world

and a sense of belonging. Therefore the guide explores how children’s connections to their culture

is developed through learning experiences; and how those learning experiences can facilitate the

child’s sense of cultural identity, positively supporting a sense of belonging and wellbeing. The

suggestion of including parents in the child’s learning experiences will also provide the opportunity

for parents from different cultural backgrounds to explore the Australian education system and be

exposed to inductive parenting techniques utilised in early childhood education facilities, promoting

positive parenting practice in the Australian context.

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2. Individualism vs. Collectivism Culture

Culture is commonly defined as a set of values and beliefs people have about how the world

works, as well as the norms of how to behave and think. Parenting is known to vary as a function of

culture and education. Parenting is also the primary medium for culture to be expressed and

perpetuated. This is made evident through parenting practices which are adapted to socio-cultural

demands which influence parenting beliefs.

The Australian Institute of Family Studies [AIFS] (2007), defines the terms as follows;

-Ten differences between collectivist and individualist cultural societies -

Individualist Culture Collectivist Culture

Everyone is supposed to take care of themselves and their immediate family only.

People are born into extended families which protect them in exchange for loyalty

“I” - consciousness “We” - consciousness

Right of privacy Stress on belonging

Speaking one’s mind is healthy Harmony should always be maintained

Others classified as individuals Others classified as in-group or out-group

Personal opinion expected: one person one vote Opinions and votes predetermined by in-group

Transgression of norms leads to guilt feelings Transgression of norms leads to shame feelings

Languages in which the word “I” is indispensable Languages in which the word “I” is avoided

Purpose of education is learning how to learn Purpose of education is learning how to do

Task prevails over relationship Relationship prevails over task

These cultural values influence childrearing practices and beliefs, as families and early childhood

education facilities are social groups, which are influenced by the context which surrounds them.

Individualistic or collectivistic values adopted by a care-giver of a child influence beliefs and practices

such as, developmental expectations (e.g. toilet training), discipline beliefs and parenting goals.

Individualistic:

“Individualistic ('Westernised') societies are considered to value autonomy, independence and the

ability to get things done on one's own, and thus encourage children to act autonomously and

demonstrate initiative from an early age”

Collectivistic:

“Collectivist ('traditional') societies, on the other hand, place a sense of community

and community responsibility above the interests of the individual. In these societies, children are encouraged to view difficulties as a group issue and are made aware of their responsibilities

to their family and community”

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2. The Influence of Cultural Background on Parenting

The cultural context of which a family affiliates with will influence parenting beliefs and

practices. However, when families from a different cultural background are immersed in a new

culture, such as the Australian culture, acculturation may influence parenting beliefs and practices.

The cultural background of the child’s parent/s largely influences a child’s perception of the

world, affecting the child’s learning experiences. This is in consequence to cultural parenting

differences in relation to developmental expectations. Therefore, emphasising that parenting is a

cultural activity used to achieve culture-sanctioned goals. Furthermore, families of a different

cultural background experience a cultural dissonance of childrearing practices and expectations to

those practiced in Australia (e.g. discipline methods and attitudes towards corporal punishment).

Parents of a different cultural background experience challenges of parenting in a new culture, these

experiences are influenced by changing roles and expectations, tensions between Australian laws

and cultural norms, and lack of support in the parenting role. The parent’s experience of cultural

dissonance has a profound effect of influencing the child’s learning experiences, sense of identity,

and understanding of what is expected of them. Where value systems are challenged, a clash of

culture is evident and the implications this has in child-rearing practices, which are culturally and

ecologically influenced.

Research has indicated that interaction levels of parents from different cultural backgrounds

with the mainstream society, and the child’s learning environments (i.e. early-childhood education

facilities), has a positive influence on negotiating parenting practices in a new culture; and feeling

connected to the community. Therefore it is suggested that, to improve a child’s sense of

acceptance, belonging and identity; it would be beneficial for the parents to participate in the child’s

learning experiences to develop an understanding of their child’s needs in the individualistic cultural

environment of Australia. Furthermore, this would positively influence appropriate expectations of

the child from the parents and educator’s perspective, positively influencing the child’s sense of

identity and belonging in both cultures. Positive relationships between families and educators have

the outcome of conveying respect for diversity, therefore facilitating

each individual child’s social and emotional well-being.

“Acculturation can moderate the influence of culture on the rearing of children.”

(AIFS, 2007)

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“Children’s learning is dynamic, complex and holistic” (Australian Government Department of Education [AGDE], n.d.)

4. Socio-cultural Perspective

The current guide is written from a socio-cultural

theory perspective, informing approaches to children’s

learning and development. It is emphasised that families

and cultural groups play a central role in a child’s learning

experiences. Urie Bronfenbrenner’s ecological systems

theory provides insight into the social and cultural contexts

of learning and development recognising that,

communities, early childhood educators, family, and

children are dynamic interactive partners- all contributing

to how children develop and enculturate. Thus the

macrosystem factors influence the microsystem (parenting)

and family dynamics; pressuring parenting practice

expectations. This perspective maintains that children’s learning experiences are influenced by

different environment systems. Cultural models are expressed in the degree of ‘familism’,

consequently influencing socialisation goals embedded in parenting ethnotheories. Therefore,

parents are arguably the most important socialisation agents.

The Reggio Emilia approach in early childhood education builds on the principles of respect,

responsibility, and community through exploration and discovery of different environments. This

approach to education values cultural diversity and encourages parental involvement. A component

of the Reggio Emilia philosophy is that parents are respected as the child’s first teacher of which the

child developed their initial perspective of the world. The Reggio Emilia approach is recommended

to be implemented within the early childhood education environment to facilitate the child’s sense

of belonging and the parent’s sense of connection within a community. This process provides the

opportunity for children, families and educators to engage in ‘shared intentionality’ and provides the

framework for cultural-learning. Furthermore, the approach identifies that cooperation is a

fundamental ability which is the basis for participating successfully in a cultural group.

Here is a video demonstrating the Reggio Emilia approach and how it may be implemented

within the classroom environment: https://www.youtube.com/watch?v=kPmuYVn6AOg

USB HERE

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“Immigrant children may have parents who expect them to behave in one way that is

encouraged at home (e.g., averting eye contact to show deference and respect) but then find

themselves in a context where adults of the mainstream culture attach a different (often

negative) meaning to the same behaviour (e.g., appearing disinterested and unengaged with a

teacher at school).”

(Bornstein, 2012, p.218).

5. Cultural Tendencies

There are many differences in parenting (differential parenting) practices and beliefs across and

‘between’ cultures, such as attitudes towards discipline and how much emphasis is placed on

collectivist cultural practices (encouraging child dependence) compared with promoting

individualistic cultural parenting (encouraging child independence). A family of a different cultural

background experiences cultural tension as values are interpreted differently in many cultures. In

addition, differences attached to cultural meanings of particular behaviours may influence

experiences of culture-conflict. For example, it is a common goal between parents of different

cultural backgrounds and educators that they intend to facilitate the child’s learning to ensure they

are competent, productive adults; however, the term ‘competent’ and ‘productive’ are interpreted

differently in different cultures.

Belonging to more than one cultural group can cause a lot of confusion for a child; whereby they

struggle to adapt to and interpret the different cultural expectations and values within their home

environment, in comparison to their early childhood education environment. To facilitate the child’s

sense of belonging in both cultures, it is suggested that families and educators develop an

understanding of the child’s needs in the individualistic cultural environment of Australia; thus

developing an understanding of the cultural differences in expectations of the child and negotiating

appropriate expectations of the child. Educators are able to facilitate better learning experiences for

children of different cultural backgrounds through developing an understanding and respect of the

child’s cultural identity (culturally responsive teaching), whilst also maintaining an awareness of their

own cultural tendencies. Therefore, respecting diverse cultural backgrounds is the foundation for

improving a child’s sense of belonging and, both parents and children’s feelings of being valued in

their community.

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Collectivist and individualistic parenting philosophies influence the way children participate in

education. The table below exemplifies cultural differences in perspectives and expectations of

children in learning environments. From this table it is evident how a lack of knowledge about

cultural influences on behaviour and cognitions can cause cultural-clash and misinterpretations.

-Individualist and Collectivist Cultural Perspectives on Education-

Individualist Perspective Collectivist Perspective

Students work independently; helping others may be cheating.

Students work with peers and provide assistance when needed.

Students engage in discussion and argument to learn to think critically.

Students are quiet and respectful in class in order to learn more efficiently.

Property belongs to individuals, and others must ask to borrow it.

Property is communal.

Teacher manages the school environment indirectly and encourages student self - control.

Teacher is the primary authority, but peers guide each other's behaviour.

Parents are integral to child's academic progress and participate actively.

Parents yield to teacher's expertise to provide academic instruction and guidance.

(“The impact of culture on education,” n.d.).

ACTIVITY:

1. As an early childhood educator, write an example of a time where you have misinterpreted behaviour as consequence to your cultural perspective.

2. Now that you are aware of cultural differences in behaviour and expectations, how would you interpret the situation you discussed in your answer to question 1?

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“Children thrive when families and educators work together in partnership to support young children’s learning. ”

(Australian Government Department of Education [AGDE], n.d.)

6. Culture and Education: Role of Early Childhood Educators

Within early childhood learning facilities (e.g. outside school hours care’ (OSHC), Day-care

and kindergarten) there is a culture and expectations of behaviour, values, thinking and working. The

cultural norms experienced in the classroom may be unfamiliar to families and children of a different

cultural background. This may cause tensions and misunderstandings as a consequence to culture-

clash. It is suggested that early childhood educators incorporate aspects of the student’s home and

community life in learning processes; therefore, valuing cultural diversity and facilitating more

positive learning experiences. The experiences of families and children of a different cultural

background are shaped by the individualistic culture of Australia and encounters with society;

influencing a sense of belonging. It is therefore suggested that early childhood educators implement

and promote inclusive practices which will provide culturally diverse families the opportunity to

develop connections within the wider community.

Through this process, educators have the opportunity to become familiar with each families

particular circumstances and parenting beliefs and practices; the educator is then able to facilitate

and tailor more positive learning experiences to the needs of the child. The suggestion of

implementing inclusive practices has the potential to reduce discriminatory experiences of the child

and their family, and furthermore, having a positive influence on the child’s mental health and

wellbeing. Through the implementation of inclusive

practices, an understanding of and mutual respect for

diversity is promoted. Children from diverse cultural

backgrounds will benefit from inclusive practices as it

provides the opportunity to learn in an inclusive

environment where the child can feel connected and

secure. In addition, Children will be able to develop an

understanding and appreciation for differences within

themselves and of others.

(Australian Government Department of Education [AGDE], n.d.)

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7. Activities

Within this guide, a teaching package has been compiled to facilitate the implementation of

the teaching practices suggested. The activities suggested support the theoretical framework

discussed throughout the early childhood educators guide. All activities abide by the inclusive

practices’’ approach to multicultural education, valuing cultural diversity. All activities suggested are

recommended to be implemented at the beginning of the education year as an introduction to the

concept of cultural diversity.

Activity 1: Culture-sharing

This activity will commence with the introduction to the novel, “The Sandwich swap”, with

Kelly DiPucchio and illustrated by Tricia Tusa. The book is a great introduction to the lesson of

tolerance, cultural differences and celebrating diversity. The book can be read as a class or between

children and parents. In addition to the book, a video recording of the story is provided to facilitate

different learning preferences. The conclusion of the story, whereby all the culturally diverse

children had a ‘culture day’ where they shared foods from different cultures, brings me to the next

part of the activity; it is suggested that children learn about their own culture as well as others

cultures by inviting their parents to a ‘culture-sharing lunch’.

This activity will provide children he opportunity to learn their cultural identity and

appreciate others cultural identities. It also provides parents the opportunity to engage in culture

learning through the experience of inductive parenting techniques utilised in early childhood

education facilities. Furthermore, this would positively influence appropriate expectations of the

child from the parents and educator’s perspective, promoting positive parenting practice in the

Australian context.

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Activity 2: Reading Activity

Three additional books have been included which explore culture around the world, families

around the world, and school days around the world. These books have been included in addition to

activity one as books are important catalysts employed in helping children arrive at a knowledge

base about people and their perception of the world. The books could be read between the child

and parent, the educator and children, or between children themselves.

Activity 3: One class, many cultures

This activity will allow the children and parents to see all the different cultural backgrounds

which are in their class. For this activity, a large map of the world is required, pictures of the children

in the class, and string to show where their cultural background comes from (some children may

have more than one string). Parents can help with this activity as they will have the opportunity to

teach their child of their cultural background, identifying their cultural identity. The final product of

the activity is illustrated below. Every class will be different.

In addition to these suggested activities, activities involving the learning of geography, music and

art would be beneficial for further exploration of cultural diversity.

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9. Resources

The following teaching package includes:

- Book: “The Sandwich Swap”, with Kelly DiPucchio and illustrated by Tricia Tusa

- Video: “The Sandwich Swap”, with Kelly DiPucchio and illustrated by Tricia Tusa

https://www.youtube.com/watch?v=MvEr6FsVoBI

“The Sandwich Swap”, with Kelly DiPucchio and illustrated by Tricia Tusa

- Book: “Families Around the World”, by Margriet Ruurs

- Book: “Children Around the World”, by Donata Montanari

- Book: “School Days Around the World”, by Margriet Ruurs

USB HERE

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