Welcoming Families From Around the World

Imagining the scenario that I am working in an early childhood child care center and that I have received word that the child of a family who has recently emigrated from the country of Turkey will join my group soon, there are at least five ways in which I will prepare myself to be culturally responsive towards this family.

First, I would research and learn as much as I could about the culture of Turkey.  Although this will provide me with a lot of surface facts, it would be a good starting point to give me some familiarity because I know absolutely nothing about that country’s culture or people.

Secondly, I would locate someone in the community or nearby that speaks, translates, and writes in the Turkish language in order to ensure effective communications with the family.  I would ensure that my Center’s handbook, forms, newsletters and other ongoing written communications are translated into the family’s home language. I would even learn key words and phrases in the family’s home language myself to be able to at least greet the family, make requests for help, and to express terms of comfort and encouragement in the Turkish language.

Thirdly, I would create an inclusive family library of resources and referral materials; books, articles, and listings of support services and community advocacy organizations for all kinds of families and family circumstances.  Of course, I would make sure that these materials were in the Turkish language.

Fourthly, I would ensure that the Center’s physical environment is accessible to people with disabilities and is welcoming and inviting.  I would especially ensure that the visual and material environment, including the toys, materials, the posters, pictures, and art objects I hang on the walls are culturally consistent for the children and families represented at the center, including the Turkish family.

Fifthly, I would look forward to and initiate intake screening with the family where I would communicate personally with the family so that they can get to know me and I could get to know them.  I would find out as much as I could about the family’s culture and their expectations and desires for their child.  In addition, I would find opportunities to talk regularly with the family to share positive information about their child in my care and to hear about what the child is doing at home. 

The ways I hope that these preparations will benefit both me and the family include demonstrating that I value and respect them and the languages they speak and that I am eager to communicate with them to share information and make decisions about matters affecting their children.  I also hope that it would lead to a true partnership with the family so that the child receives the wonderful benefit of seeing both their family and early childhood program as equally welcoming, safe, and enriching places. In addition, making an effort to understand the family will open up opportunities for me to better serve the child and their family.

Resource:

Derman-Sparks, L., & Edwards, J. O. (2010).  Anti-bias education for young children and             ourselves (p.22) Washington, DC: National Association for the Education of Young            Children (NAEYC).