{"title":"Is Need-Based Action Possible for Each Child?: Preschool Teachers’ Differentiated Instruction Within Multicultural Classrooms","authors":"Zeliha Demirci-Ünal, Gökhan Öztürk","doi":"10.1007/s10643-024-01753-2","DOIUrl":null,"url":null,"abstract":"<p>Differentiated instruction (DI) is a teaching philosophy which addresses the learning needs of individual children. This multiple case study aimed to investigate the extent preschool teachers differentiated content, process, assessment, and learning environment within multicultural classrooms. Four early childhood teachers’ experiences were examined through observations, interviews, photographs, and field notes. It was found teachers used multiple strategies to differentiate their instructional process and content. Strategies of demonstration, providing physical support, peer observation, or repeating directions were prominent for concrete learning. Also, it was determined that teachers implemented several strategies such as using visual materials and activities, and/or diversifying the types of activities for similar topics to differentiate educational content in multicultural classrooms. Moreover, teachers used a limited number of strategies including managing time and resources flexibly as a means of differentiating the learning environment. Similarly, they rarely reported, nor were observed to differentiate assessment. Thus, teachers’ differentiated practices, especially those based on learning environment and assessment, should be developed with effective educational policies. Overall, the value of this study is undeniable in terms of providing a perspective to be able to handle these challenges of educators in implementing culturally responsive education in different countries.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":null,"pages":null},"PeriodicalIF":2.3000,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Childhood Education Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10643-024-01753-2","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Differentiated instruction (DI) is a teaching philosophy which addresses the learning needs of individual children. This multiple case study aimed to investigate the extent preschool teachers differentiated content, process, assessment, and learning environment within multicultural classrooms. Four early childhood teachers’ experiences were examined through observations, interviews, photographs, and field notes. It was found teachers used multiple strategies to differentiate their instructional process and content. Strategies of demonstration, providing physical support, peer observation, or repeating directions were prominent for concrete learning. Also, it was determined that teachers implemented several strategies such as using visual materials and activities, and/or diversifying the types of activities for similar topics to differentiate educational content in multicultural classrooms. Moreover, teachers used a limited number of strategies including managing time and resources flexibly as a means of differentiating the learning environment. Similarly, they rarely reported, nor were observed to differentiate assessment. Thus, teachers’ differentiated practices, especially those based on learning environment and assessment, should be developed with effective educational policies. Overall, the value of this study is undeniable in terms of providing a perspective to be able to handle these challenges of educators in implementing culturally responsive education in different countries.
期刊介绍:
Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children.
Areas of Emphasis:
International studies;
Educational programs in diverse settings;
Early learning across multiple domains;
Projects demonstrating inter-professional collaboration;
Qualitative and quantitative research and case studies;
Best practices in early childhood teacher education;
Theory, research, and practice relating to professional development;
Family, school, and community relationships;
Investigations related to curriculum and instruction;
Articles that link theory and best practices;
Reviews of research with well-articulated connections to the field