EXPLORING EARLY CHILDHOOD TEACHERS’ PERCEPTIONS OF SAUDI CHILDREN AND FAMILIES IN AN AMERICAN PRESCHOOL: PROMOTING CULTURALLY RESPONSIVE-SUSTAINING EDUCATION

Abstract

This case study examined four early childhood teachers’ perceptions of Saudi children and families in their classrooms. It promotes the culturally responsive-sustaining CR-S practices within the early childhood teachers who serve culturally diverse children and their families. The teacher cognition theory and the culturally responsive-sustaining education framework were used as grounded structure of the study. Three core questions guided this study: (1) How do early childhood teachers perceive Saudi children and their families? (2) What reported prior experiences (personal, background, educational, theoretical, professional preparation, and professional practice) influence teachers’ perceptions of Saudi children and their families? (3) To what extent and how are these teachers implementing culturally responsive-sustaining (CR-S) practices with Saudi children and their families? Four semi-structured interviews and scenario- based written responses were conducted as primary sources of data. Five themes emerged from analysis of the participants’ responses: (1) distinguishing aspects of Saudi children and families, (2) differences within, (3) challenges, (4) us vs. them, and (5) CR-S practices. The results indicated that the early childhood teachers in this study perceived Saudi children and families positively. Also, a high level of implementation of CR-S practices with Saudi children and their families was self-reported by the teachers. The discussion used the theoretical framework to interpret the results and concluded by suggested implications for future research and practices.