EARLY CHILDHOOD PRACTITIONERS’ VIEWS ON CULTURALLY RESPONSIVE TEACHING AS A TEACHING AND LEARNING SUPPORT STRATEGY

Abstract

Culturally responsive teaching (CRT) has emerged as a critical approach for promoting equity and inclusion. This article explores teachers’ perspectives on implementing CRT within early childhood centres. Using participatory action research, data were collected through informative group discussions among co-researchers to explore their perspectives on culturally responsive teaching as a teaching and learning support strategy for supporting diverse learners. Eight (8) early childhood practitioners were purposely selected to be co-researchers in this study. Data were analysed through Braun and Clarke’s thematic data analysis method. Findings reveal that practitioners have knowledge of what CRT entails. The findings further revealed that Early childhood practitioners value the involvement and collaboration of parents and grandparents which fosters home-school collaboration. In addition, Early childhood practitioners value the inputs of grandparents whom they regarded as knowledge holders. Finally, the findings showed the strength of CRT as a teaching and learning support strategy by indicating that it allows them to be creative in their teaching practice. The study concludes that CRT is a powerful teaching and learning strategy that value cultural diversity, family involvement and it enhances learning support and inclusivity. Recommendations of this study include ensuring that CRT principles continue to be used in early childhood centres as it promotes creativity, collaboration, learner engagement and success. This study contributes to the discourse on inclusive education by highlighting the significance of CRT as an inclusive teaching and learning support strategy in the early childhood centres.