Responding to Cultural and Linguistic Difference in the Beliefs and Practices of Families with Young Children

S ophanara stands in the does well. Sophanara's mother lis­ beliefs and the sometimes s"btle nu­ doorway holding her tens to Miss Miller but doesn't un­ ances that distinguish beliefs and mother's hand. They are derstand what the teacher is saying. practices acrotis cultural groups in next in line to enter the Head Start After a moment's hesitation, she the United States. In this review we classroom. Sophanara has watched nods and brings Sophanara into this provide illustrations of the ways in other 4-year-olds enter the room new world with her. which cultural differences in par­ o with their mothers or fathers. But ents' beliefs and practices may affect she hesitates. Miss Miller, the OJ children's adjustment to early child­ teacher, smiles and says hello. In the United States in 1995, an esti­ hood settings, 811d suggestiuns for Sophanara looks down at her shoes. mated 60 percent of the young chil­ working with young children who She doesn't und~rstand what Miss dren (birth to 5 years) who were not bridge two cultures as they transi­ Miller is saying. Sophanara's parents yet in school spent some time each tion between hatne and the early are lrom Cambodia. Although her week in early childhood education childhood classroom. lather has learned a little English and care programs (West, Wright, & where he works, no one speaks En­ Hausken 1995). These young chil­ glish at home. dren reflect the great racial, ethnic, Cultural values, beliefs, Miss Miller invites Sophanara's and cultural diversity 01 our society. and socialization goals mother to come into the classroom They are members of families that and geotures her welcome with her speak languages other than English, All parents have some goals and ex­ hands. Her mother has had very families that have social customs pectations for their children. Differ­ little experience witl1 people outside different from those of the main­ ences in pal'ental goals and expecta­ of the Cambodian community. Al­ stream culture, and families that tions arise in part because parents though she had only two years of hold different beliefs about child have children for different reasons formal'schooling in Cambodia, she development and different expec­ (Hoffman 1988) and because societ­ believes that education is import.mt tations for their children. ies have different expectations for for her daughter. She expects the W11at are the implications of this the members of their communities school to do what is best and be­ diversity for teachers of early child­ (LeVine 1988). For example, in many lieves that the school is responsible hood classrooms? It is impossible Western societies, including Euro­ for making sure that her daughter here to cover all of the variations in pean American traditions in the