Abstract:
I determined the perspectives of Middle Eastern mothers concerning U.S. early childhood schools using qualitative methodologies. The ecological perspective model presented by Bronfenbrenner was the ideal framework for investigating the Middle Eastern children's experiences in this study that considered the importance of the sociocultural contexts of children and their families. Six Middle Eastern mothers and five primary school teachers completed the Circle of friends' form to understand the outline of the six Middle Eastern children's social interactions; and also engaged in open-ended, tape-recorded interviews. Information was collected regarding children's patterns of social interactions, teachers' efforts for children's social smoothness, and mothers' and teachers' perceptions in relation to cultural awareness in U.S. schools. This study also examined how these six teachers followed the principles of developmentally appropriate practice recommended by the National Association for the Education of Young Children (NAEYC) that include being age appropriated, recognizing the children's individual differences, and being culturally appropriated. Special attention was given to shortfall of teachers in term of immigrant parents' participation; especially these six Middle Eastern mothers' involvements for considering a bi-directional flow that acknowledge parents' unique ability and knowledge in terms of cultural awareness. This research study outlined some key elements that could be in place to facilitate collaboration between parents and teachers to foster cultural awareness in the classrooms. In addition, I envision a set of programs that could be beneficial to all children especially children of immigrants in terms of infusing diversity and carrying out true developmentally appropriate practices in early childhood schools.
