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Teachers generally viewed CRE as important and described practices falling into structured classroom components and spontaneous accommodations or instruction. Participants reported difficulties obtaining needed resources and sustaining ongoing communication with other school personnel and families. Implications support the development of age-appropriate CRE practices for kindergarten.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/kindergarten-teachers-perspectives-on-culturally-responsive-education/595751/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/kindergarten-teachers-perspectives-on-culturally-responsive-education/595751.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What were the main goals of the interviews with kindergarten teachers?","Question",{"text":112,"@type":113},"The interviews aimed to understand teachers’ understandings of, and approaches to, culturally responsive education (CRE) in their kindergarten classrooms.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did teachers describe the kinds of CRE practices they used?",{"text":117,"@type":113},"Teachers reported that their practices typically fell into two categories: structured components of classrooms and spontaneous accommodations or instruction.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges did teachers report in implementing CRE?",{"text":121,"@type":113},"Teachers found it challenging to access needed resources and to maintain ongoing communication with other school personnel and families.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595751,1792161080,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Kindergarten Teachers’Perspectives on Culturally Responsive Education  \nBetül Alaca  \nOntario Institute for Studies in Education, University of Toronto  \nAngela Pyle  \nOntario Institute for Studies in Education, University of Toronto  \nAbstract  \nSix kindergarten teachers in the Greater Toronto Area were interviewed on their understandings of and approaches to culturally responsive education (CRE) in their classrooms. Teachers generally reported believing that CRE is important in kindergarten, and the practices they implemented fell into two categories: structured components of their classrooms and spontaneous accommodations or instruction. Teachers reported finding it challenging to access the resources they need to effectively practise CRE and to maintain ongoing communication with other school personnel and families. The implications of the findings are discussed to facilitate the development of age-appropriate CRE practices for kindergarten.  \nKeywords: culturally responsive, kindergarten, teacher perspectives, pedagogy  \nCanadian Journal of Education / Revue canadienne de l’éducation 41:3 (2018)©2018 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nRésumé  \nSix enseignants de maternelle du Grand Toronto ont participé à des entrevues au sujet dela compréhension et des pratiques pédagogiques culturellement adaptées (PCA) . Selon les enseignants, les PCA sont importantes au domaine d’enseignement et que les pratiques se divisent en deux catégories: des composants structurés et des aménagementsimprévus. Les enseignants ont de la difficulté à avoir accès aux ressources dont ils ontbesoin pour exercer efficacement les PCA et pour maintenir une bonne communication avec leur entourage. Les implications de ces résultats sont discutées pour nous aider à développer des pratiques de PCA adaptées pour les jeunes enfants.  \nMots-clés : culturellement adaptée, maternelle, perspectives des enseignants, pédagogie  \nAcknowledgement  \nThe authors would like to thank Dr. Ann Lopez at the Ontario Institute for Studies in Education for her thoughtful feedback on a draft of this paper.  \nCanadian Journal of Education / Revue canadienne de l’éducation 41:3 (2018) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nPublic education systems across Canada have been formalizing policies on multiculturalism and advancing pedagogical approaches to ensure that all students feel included in their schools. Despite these efforts to make Canadian schooling experiences more inclusive, our public education systems still reflect the interests of dominant groups (Schick & St. Denis, 2005; Steinbach, 2011) . Students of ethnic minority groups have expressed that curricula and classroom environments do not reflect them or their experiences (Parhar & Sensoy, 2011). At the classroom level, teachers’pedagogical beliefs and practices offera powerful avenue through which inclusive environments can be created and facilitated (Gay, 2013; Ladson-Billings, 1995a). A rich body of research examines how teachers experience and respond to cultural diversity in their classrooms, and many pedagogical tools offer guidance on practising cultural responsiveness (Aronson & Laughter, 2016) .  \nSome studies have examined the role of cultural diversity in early school years (e.g., Adair & Fabienne, 2014) and the cultural perspectives of early years teachers and teachers in training (e.g., Prochner, Cleghorn, Kirova, & Massing, 2016) . In the field of teacher education, studies have illustrated that teachers’prior beliefs and experiences shape their perspectives on child development, and, subsequently, their perspectives on classroom practices in early years teaching (e.g., Gupta, 2006) . However, there is little research on the perspectives of practising Canadian kindergarten teachers on culturally relevant practices or their implementations within the kindergarten curriculum. The role of cultural diversity","cbCaij0yY4TtKeWr","https://ap.wps.com/l/cbCaij0yY4TtKeWr","pdf",218944,"English","# Introduction\n# Culturally Responsive Education (CRE)","[{\"question\":\"What were the main goals of the interviews with kindergarten teachers?\",\"answer\":\"The interviews aimed to understand teachers’ understandings of, and approaches to, culturally responsive education (CRE) in their kindergarten classrooms.\"},{\"question\":\"How did teachers describe the kinds of CRE practices they used?\",\"answer\":\"Teachers reported that their practices typically fell into two categories: structured components of classrooms and spontaneous accommodations or instruction.\"},{\"question\":\"What challenges did teachers report in implementing CRE?\",\"answer\":\"Teachers found it challenging to access needed resources and to maintain ongoing communication with other school personnel and families.\"}]","Kindergarten Teachers’ Perspectives on Culturally Responsive Education | PDF",1792081796,76]