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Adaptation of cultures

INTERCULTURAL EXPERIENCES AND HOW THEY CAN LEAD TO PARENT-EDUCATOR PARTNERSHIP CHALLENGES

We often hear from parents that the child is crying more or is sleeping more restlessly and is perhaps too young for the kindergarten or that educators should be harder, softer, etc. in how they respond to the behavior of the child. The phase of culture-sensitive adaptation should be discussed in the preliminary talk and anchored conceptually. Parents and educators must be aware that the child can make a great adaptation at a very young age with the help of parents and educators.

In the phase of adaptation children may cry at night, be clingy in the morning, etc. This may cause the parents to questions the educator, process or kindergarten. It may also cause a educator to question themselves. Educators are encouraged to question and reflect their pedagogical beliefs but take this process as a totally normal moment of a settling in process.

Only a few things about a culture are immediately visible. In fact, only 10% of a culture, the so-called “surface culture”, is visible (Hall, 1976). The other 90% is made up of structures that cannot be seen straight away.