Intercultural Competence among Early Childhood Educators

Author

Sara FanousFollow

Date of Graduation

5-2020

Document Type

Thesis

Degree Name

Bachelor of Science in Human Environmental Sciences

Degree Level

Undergraduate

Department

Human Development, Family Sciences and Rural Sociology

Advisor/Mentor

Dr. Jacquelyn Wiersma-Mosley

Committee Member/Reader

Donia Timby

Committee Member/Second Reader

Laura Herold

Committee Member/Third Reader

Shelley McNally

Abstract

The purpose of this study was to assess and develop intercultural competence among birth through kindergarten teachers. Intercultural competence is an integral part of creating a welcoming environment for all students in a classroom. It is not only the acknowledgement of individual differences, but the acceptance and celebration of what makes each person an individual and member of a cultural group. This project assessed the intercultural competence of 24 birth through kindergarten teachers and staff at a child development center in the mid-south. Participants completed the Intercultural Development Inventory (IDI) as pre- and post-assessments. In between assessments, our team conducted a cultural competence training workshop to advance the teachers’ intercultural development skills. From the training and conversations with the teachers, we provided diversity books and toys that could be implemented into the classroom. On average, the intercultural competence increased significantly over time.

Keywords

intercultural competence, intercultural development inventory assessment, diversity

Citation

Fanous, S. (2020). Intercultural Competence among Early Childhood Educators. Human Development and Family Sciences Undergraduate Honors Theses Retrieved from https://scholarworks.uark.edu/hdfsrsuht/6