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For the final project, focus on the HighScope curriculum, one of the standard GSRP curriculums used to teach students who are typically entering school for the first time at ages 3-4 years old. Within the first 30 days of teaching, there is a resource that includes day-to-day lesson plans designed to help instructors teach students basic skills needed to navigate classroom routines. After weeks of implementing the first thirty days' lesson plan, opportunities have been identified to expand the curriculum.

The current focus on social-emotional skills and basic academics lacks a comprehensive approach to teaching students about ethnicity and cultural differences. Often, children in the classroom are generalized under the term "students," overlooking the rich variety of backgrounds they come from. Early education is a crucial time to foster positive awareness of these differences, such as variations in skin tones, hair textures, and family naming conventions. The target audience for this research comprises parents of preschool children, particularly those whose children are engaged with the HighScope curriculum.

This identified need for curricular expansion can be addressed by introducing a lesson plan within the initial 30 days that emphasizes awareness and acknowledgment of students' differences.

A needs analysis is essential to effectively identify the problem and develop a suitable training or solution for the specified audience. The following points outline how to conduct a needs analysis for implementing a lesson plan that addresses awareness of students' differences.

Learner Characteristics

When designing an effective course for preschool-aged children (ages 3-4), several learner characteristics must be considered:

  • Educational Background: At this stage, children are acquiring basic skills and beginning to understand social structures and relationships.

  • Experience: Preschoolers are typically in their first formal educational setting, which can be a significant transition from home environments.

  • Age: Children aged 3-4 are in a critical developmental stage, where they are beginning to explore their identities and social relationships.

  • Pre-existing Knowledge: This involves the knowledge they have received from their families and the environment they have been raised in, influencing their perceptions of themselves and others.

Data Collection for Contextual, Job, and Task Analysis

To effectively analyze the needs of the proposed lesson plan, the following data will be collected:

Contextual Analysis

Understanding factors that can contribute to or inhibit knowledge acquisition and the transfer of learning is crucial. Considerations include:

  • Classroom environment: Is it conducive to discussions about diversity?

  • Children's emotional readiness: Are they able to engage with concepts of differences?

  • Family beliefs and values: The influence of home discussions on children's perceptions.

Job Analysis

The job function, in this case, refers to the role of the teacher in implementing this diversity-focused lesson plan. The teacher must possess skills to:

  • Facilitate discussions about cultural differences.

  • Engage children in activities that showcase diversity.

  • Adapt lesson plans based on student responses and understanding.

Task Analysis

For successful implementation of the lesson plan, a detailed observation of the steps required to execute the activities at an expert level should be conducted. This includes:

  • Planning and preparation of lesson materials.

  • Delivery of engaging lesson content.

  • Encouraging student participation and engagement.

  • Assessing student understanding and adapting lessons accordingly.

Knowledge or Performance Gap

Identifying the current state versus the desired state of knowledge among students is vital. The current lesson plans may lack diversity-focused content. In contrast, the desired state involves a well-rounded curriculum that acknowledges and celebrates differences in race, culture, and backgrounds among students.

Rationale for Learning Theory

The learning theory that best supports the design of this project is Social Constructivism, which emphasizes the importance of social interactions in learning processes. Vygotsky's theories highlight how children learn effectively through collaboration and dialogue with peers and adults in their environment. This theory applies as the proposed lesson plan encourages sharing and discussion among children regarding their diverse cultures and experiences.

An example of applying Social Constructivism in this context includes group activities where students share their family traditions or differences in hair types and skin tones, thereby fostering a collaborative learning environment where each child's uniqueness is valued.

Conclusion

In summary, a needs analysis focused on implementing a lesson plan that encompasses cultural awareness in preschool education is critical. Acknowledging the diverse backgrounds of students helps enrich their understanding of the world and develops a supportive learning environment. By considering learner characteristics, conducting thorough analyses, and incorporating effective learning theories, educators can create meaningful curricular enhancements that meet the developmental needs of their students. 

References

  • Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

  • Wood, D. (1998). How Children Think and Learn: The Social Contexts of Cognitive Development. Blackwell Publishers.

  • Bruscia, K. (2005). "Music Therapy and the Development of Children." Music Therapy Perspectives.

  • Nichols, M.P., & Schwartz, R.C. (2001). Family Therapy: Concepts and Methods. Allyn & Bacon.

  • Huang, K. (2021). "Diversity in Early Childhood Education: A Global Perspective." International Journal of Early Years Education.

  • Castles, A. (2014). "Understanding Cultural Capital and Educational Success." Journal of Educational Sociology.

  • Gonzalez, N., Moll, L.C., & Amanti, C. (2005). Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. Routledge.

  • Li, G. (2018). "Multicultural Education: Foundations, Concepts, and Strategies." Education and Urban Society.

  • Sharma, A. (2019). "Encouraging Multicultural Education in the Classroom." Journal of Classroom Interaction.

  • Diamond, K.E., & Hong, S. (2015). "Promoting the Development of Social Skills in Young Children." Child Development Perspectives.