Rawles, C. (2010). Same Difference. Houston, TX: Book Surge
DePaola, T. (1996). Strega Nona, New York: Scholastic
When planning language activities, every effort must be made to make children aware of cross-cultural similarities while exploring differences. Language arts programming should draw on the linguistic , cultural and personal experiences of language diverse children. When planning instructional activities it is important to provide opportunities that are familiar to children from their family and community life. It is important to provide reading material that expose children to the idea that people eat, sleep, wear clothing, celebrate, dance, sing, live in groups, and speak to one another in common languages , and that they do things in ways that may be either the same as or different from the ways their families do things. Early childhood educators should incorporate books and storytelling activities that reflect the cultural diversity of the children they are teaching. Teachers should attempt to present an authentic portrayal of cultural reality in the books they select.
The Assignment:
Review the two picture books that are listed below. These books present cultural reality and authenticity. Explain what elements or features in the book capture cultural reality and authenticity.
Ask yourself these questions as you analyze the books:
Does the book respect the dignity of those depicted?
Does the book accurately portray diversity?
Are dialects presented realistic, consistent, and appropriate?
Is the book biased or out-of-date?
What attitudes are encouraged?
Are photographs and illustrations stereotyped?
Are diverse individuals shown in a variety of roles, including positions of authority?
Use these questions to help you formulate (2) paragraphs (5-7 sentences each paragraph) about each book.( 2 paragraphs for each book) Explain what elements in the book captured cultural reality and your opinions and feelings about the books? Some of the questions above may not be appropriate for each book.
