Increasing early childhood preservice teachers’ intercultural sensitivity through the ABCs

Abstract

ABSTRACTWhile the early childhood student population has become increasingly diverse in the U.S., its teaching force remains primarily European American. The diverse student population demands that early childhood educators possess intercultural sensitivity in order to teach their culturally diverse learners effectively. This study examined the implementation of the ABCs of Cultural Understanding (the ABCs), a multicomponent instructional activity to promote intercultural sensitivity, in a preservice early childhood education course. Twenty-two early childhood preservice teachers participated in the study. The findings suggest the ABCs helped the participants develop intercultural sensitivity and strengthened their awareness and appreciation of other cultures. Despite the positive impact, the findings show most participants were in the early stages of intercultural sensitivity development. It is recommended that consistent exposure to and experiences with assignments like the ABCs are necessary to further promote intercultural sensitivity among preservice teachers.