Multicultural teaching strategies in international kindergartens
Zhang, Xiaomeng (2024)
2024
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2024071823991
https://urn.fi/URN:NBN:fi:amk-2024071823991
Tiivistelmä
In the process of globalisation, multicultural education has become one of the most pressing issues in the field of education. However, it is still unclear how to implement effective multicultural education strategies in early childhood education. Therefore, this thesis focuses on the impact of teaching strategies used by international kindergarten teachers on the effectiveness of early childhood education.
Using a systematic literature review approach, this thesis identifies and evaluates the effectiveness of three main teaching strategies, namely interactive teaching, culturally sensitive teaching, and contextual teaching, in multicultural education by analysing 14 valid related literature. The findings indicate that teacher competence has a significant impact on teaching and learning outcomes. Interactive teaching improves children's learning and social skills; culturally sensitive teaching enhances children's cultural understanding; and contextual teaching enhances children's problem-solving skills.
The core value of this study is to provide guidance on specific teaching strategies for multicultural education and to emphasise the importance of teaching professional development and cultural sensitivity training. Future research should further validate the universality of these strategies in different cultural contexts and explore the impact of teachers' cultural sensitivity on young children's long-term development.
Using a systematic literature review approach, this thesis identifies and evaluates the effectiveness of three main teaching strategies, namely interactive teaching, culturally sensitive teaching, and contextual teaching, in multicultural education by analysing 14 valid related literature. The findings indicate that teacher competence has a significant impact on teaching and learning outcomes. Interactive teaching improves children's learning and social skills; culturally sensitive teaching enhances children's cultural understanding; and contextual teaching enhances children's problem-solving skills.
The core value of this study is to provide guidance on specific teaching strategies for multicultural education and to emphasise the importance of teaching professional development and cultural sensitivity training. Future research should further validate the universality of these strategies in different cultural contexts and explore the impact of teachers' cultural sensitivity on young children's long-term development.