Cultural Mismatch Between Early Childhood Teacher–Caregivers and Their Students

Abstract

Abstract Young children begin to assign meaning to differences they notice in others based on the cultural socialization beliefs and practices of their families, caregivers, and teachers. As differences are explored, cultural learning takes place, making early childhood and elementary classrooms important environments for bridging cultural differences. Young children with diverse cultural heritages bring strong and unique ways of learning and growing to their learning contexts. This chapter highlights mechanisms through which cultural mismatch between teacher–caregivers and their students impacts development during the early childhood years. Review and discussion of extant literature shows elements of mismatch that impede children’s development of positive cultural identity. The saliency of culture in the lives of children must be taken into account in the work with young children around the world who are at critical periods of development.