Early childhood education (ECE) involves more than just academic aptitude tests. It also includes problem-solving skills and the creation of culturally valuable products. This learning model requires creativity from both educators and learners.
Alghamdi (2023) explored the cultural views of preschool teachers in Saudi Arabia regarding teaching children in early childhood education settings. The study used a phenomenological qualitative approach, which involved semi-structured focus group interviews with 10 preschool teachers from public preschools in the western region of Saudi Arabia. The research identified two main themes in the teachers’ narratives:
- Faith-based instruction: the teachers reported that they incorporate religious values and practices into their teaching methods, reflecting the strong cultural emphasis on Islam in Saudi Arabian society.
- Gender-related issues: participants discussed how gender roles and expectations influence their teaching practices and interactions with students, highlighting the significant cultural impact on gender dynamics in the classroom.
The findings show that teachers’ cultural identities, including nationality, gender, religious beliefs and history, significantly influence their roles as educators. This study underscores the importance of understanding cultural backgrounds in shaping education and the role of educators in shaping future generations.
On the other hand, Ghaida (2024) shared her experience in creating lesson plans for a preschool in the United States that follows the “art as a way of learning” (AWL) culture. Ghaida included coloring as one of the activities, but their plan was rejected because it was considered “cookie cutter,” meaning it did not allow for creativity or individual preferences.
They explain that coloring within predetermined lines and patterns can limit creativity and reduce engagement. It also limits opportunities for children to experiment with colors, shapes, and designs. Moreover, forcing children to follow strict guidelines can take away the fun of coloring, which should be an enjoyable activity. They emphasize that each child is unique, and the one-size-fits-all approach ignores individual differences and preferences, leading to a lack of fun and engagement.
Teachers’ cultural identities strongly influence their role as educators, thus emphasizing the importance of understanding cultural backgrounds in shaping students’ education and future. In addition, a one-size-fits-all approach to lesson plans can limit creativity and individual preferences, hindering children’s engagement and enjoyment in activities such as coloring.
Reference:
Alghamdi, A. A. (2023). Culture in early childhood education: Insights into Saudi preschool teaching. Journal of Education and Learning, 17(3), 431–440. https://doi.org/10.11591/edulearn.v17i3.20804
Roshuna, G. (2024). In Instagram. https://www.instagram.com/reel/C8hsfSjBp7h/?igsh=MTRvNnJ6N3Nucnpueg%3D%3D
By: I. Busthomi