Schmidt, Patricia Ruggiano,  1944- <br/><br/>
Cultural Conflict and Struggle :  Literacy Learning in a Kindergarten Program / 
Patricia Ruggiano Schmidt. 
 - New York :  Peter Lang Publishing, Inc.,  1998. 
 - xviii, 160 p. :  ill. ;  23 cm. 
 - Rethinking childhood .
 - Rethinking childhood ;  vol. 5. .
<br/><br/> Vol. 5 in the Rethinking childhood series. 
<br/><br/>Includes bibliographical references (pages [139]-151) and index. 
<br/><br/>CONTENTS Dedication Acknowledgments Preface Foreword 1. Introduction: History of the Struggle<br/>  Assimilationist Perspective -- Early Childhood Language-Minority Literacy -- Sociocultural Programs -- Exploring the  Classroom Culture<br/>  Summary of the Struggle  2. The Setting: Home and School Cultures<br/>  Peley -- Peley's Home and Family -- Raji -- Raji's Home and Family -- Mrs. Starr -- Kindergarten Classmates -- The Kindergarten Program -- East Side Elementary School and Staff<br/>  Summary of Settings 3. Isolation: Working and Playing With Others<br/>  Pretty Red Rug -- Whole Group Lessons -- Learning Centers -- Special Classes -- Finding Friends<br/>  Summary of Work and Play 4. Conflict and Struggle: Literacy Learning Program<br/>  Background of the Formal Literacy Program -- Learning Centers and Teacher-Developed Activities -- Learning Centers -- Teacher-Developed Activities -- Beginning Formal Reading and Language Instruction -- Literature-Based Reading Series -- The Top Reading Group -- ESL Program -- The Language Program -- Writing-to-Read<br/>  Summary and Evaluation of Literacy Learning 5. Tinsel and Tension: Holidays and Celebrations<br/>  Columbus Day -- Halloween -- Thanksgiving -- Christmas -- New Year's Day -- Valentine's Day -- Marvelous Mother's Day -- St. Patrick's Day -- Easter -- Pajama Day -- Birthdays -- Kindergarten Graduation<br/>  Summary of Tensions 6. Confusion: Home and School Communication<br/>  Family Struggles -- Family Communication Struggles -- School Communication Struggles -- Staff Perceptions and Communication <br/>  Summary of Home and School Communication 7. Classroom Community: Diversity and Literacy<br/>  Work and Play Suggestions -- Formal Literacy Learning Suggestions -- Holidays and Celebration Suggestions -- Home and School Communication Suggestions<br/>  Where Do We Go From Here? 8. Epilogue: Teacher as Change Agent<br/>  Becoming Aware -- Studying for the Project -- A Positive Start -- Reflections on Changes in Classroom Practice -- Changes in Other Classrooms -- Reflections on Changes Between Home and School -- Changes Between Home and School in Other Classes -- Reflections on Conflict: Responses to Change<br/>  Summary of Changes Reference List Index 
<br/><br/> "This story began in an educational setting where two children who were physically and culturally different experienced conflict on a daily basis. Peley's family emigrated from Cambodia and Vietnam, Raji's from Bombay. Both children struggled throughout their first year of formal education in a predominantly white suburban school district. Social and academic problems developed during work and play, formal literacy learning, holidays and celebrations, and home/school communications. Their teacher, Ms. Starr, also struggled as she tried to understand the two children and their families, watching helplessly as Peley and Raji became isolated in the kindergarten program. At the end of this compelling account, specific classroom recommendations are offered to present and future educators." (Book Cover) 
<br/><br/><label>ISBN: </label>0820437573 (pbk) 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Children--Language--New York (State)--Case studies.<br/>Kindergarten--Social aspects--New York (State)--Case studies.<br/>Asian American children--Education--New York (State)--Case studies.<br/>Socialization--New York (State)--Case studies.<br/>Education, Bilingual--New York (State)--Case studies.<br/>Multicultural education--New York (State)--Case studies.