Abstract
Statement of Problem
Research illustrates that private preschool teachers at the selected institution are not examining their cultural heritage in order to validate their students as individuals in the learning environment. Furthermore, preschool teachers at the established private institution, overall, feel that there have been attempts in creating an environment more accepting of cultural diversity, and that Multicultural Education is beneficial in preschool; however, as indicated by research, none of the participants are making an effective effort to improve the conditions for implementing Multicultural Education into the curriculum or using culturally relevant pedagogy as a foundation for teaching their students.
Sources of Data
The effective implementation of Multicultural Education in private preschools was examined by Banks and Banks' (1993) five fundamental goals of Multicultural Education; Ladson-Billings (1994) Culturally Relevant Pedagogy; and Tatum's (1997) Racial Identity Development Theory. Quantitative and qualitative data was collected in order to track private preschool teachers' perceptions.
Conclusions Reached
A significant number of participants illustrated an understanding of the need for Multicultural Education; however, there was no connection between what needed to be taught in the learning environment, the significance, and relationship of their cultural heritage. Themes of parent responsibility, and desire for integration of Multicultural Education within the curriculum were evident based upon the survey and open-ended responses of the participants.