Culturally responsive pedagogy (CRP) has garnered growing attention in early childhood education due to its potential to cultivate inclusive and equitable learning environments for increasingly diverse student populations. This qualitative case study examines how early childhood educators perceive and implement CRP in classrooms with high concentrations of immigrant and culturally diverse students. Additionally, it explores the perceived impact of these practices on instructional effectiveness, classroom climate, and teacher-student interactions.
Data was collected through semi-structured interviews, classroom observations, and document analysis. Thematic analysis yielded four central findings: (1) teachers’ understandings of CRP varied considerably, with some demonstrating strong intentionality and others exhibiting limited conceptual grasp; (2) participants employed CRP through diverse strategies, including the integration of multicultural literature, inclusive dialogue, and culturally relevant curricular adaptations; (3) CRP practices positively influenced classroom climate by fostering a sense of belonging and mutual respect; and (4) CRP enriched teacher-child interactions, promoting student engagement, participation, and stronger relational bonds.
Findings suggest that while CRP enhances inclusivity and supports student learning, implementation is often constrained by limited professional development and institutional backing. This study underscores the need for sustained teacher preparation, administrative support, and longitudinal research into CRP’s impact on educational equity and student outcomes. By centering culturally responsive approaches, early childhood educators are better positioned to meet the needs of diverse learners and advance equity in early learning contexts.
","abstract_html":"<p>Culturally responsive pedagogy (CRP) has garnered growing attention in early childhood education due to its potential to cultivate inclusive and equitable learning environments for increasingly diverse student populations. This qualitative case study examines how early childhood educators perceive and implement CRP in classrooms with high concentrations of immigrant and culturally diverse students. Additionally, it explores the perceived impact of these practices on instructional effectiveness, classroom climate, and teacher-student interactions.</p> <p>Data was collected through semi-structured interviews, classroom observations, and document analysis. Thematic analysis yielded four central findings: (1) teachers’ understandings of CRP varied considerably, with some demonstrating strong intentionality and others exhibiting limited conceptual grasp; (2) participants employed CRP through diverse strategies, including the integration of multicultural literature, inclusive dialogue, and culturally relevant curricular adaptations; (3) CRP practices positively influenced classroom climate by fostering a sense of belonging and mutual respect; and (4) CRP enriched teacher-child interactions, promoting student engagement, participation, and stronger relational bonds.</p> <p>Findings suggest that while CRP enhances inclusivity and supports student learning, implementation is often constrained by limited professional development and institutional backing. This study underscores the need for sustained teacher preparation, administrative support, and longitudinal research into CRP’s impact on educational equity and student outcomes. By centering culturally responsive approaches, early childhood educators are better positioned to meet the needs of diverse learners and advance equity in early learning contexts.</p>","abstract_has_math":false,"creators":["Shelton, Kim"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Teaching and Learning","degree_department":null,"school":null,"contributors":["Dr. Sara Efron","Dr. Todd Price","Dr. Carolyn Theard-Griggs"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-06-01T07:00:00Z","date_published":"2025-06-01T07:00:00Z","updated_at":"2026-07-24T03:21:38Z","subjects":["culturally responsive pedagogy","early childhood education","teacher perceptions","immigrant students","equity","inclusive practices","multicultural curriculum","teacher-student relationships","professional development","Curriculum and Instruction"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/930","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Sara Efron","Dr. Todd Price","Dr. Carolyn Theard-Griggs"]},{"key":"dc:creator","label":"Author","values":["Shelton, Kim"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-09-25T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teaching and Learning"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["culturally responsive pedagogy","early childhood education","teacher perceptions","immigrant students","equity","inclusive practices","multicultural curriculum","teacher-student relationships","professional development","Curriculum and Instruction"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/930"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Culturally responsive pedagogy (CRP) has garnered growing attention in early childhood education due to its potential to cultivate inclusive and equitable learning environments for increasingly diverse student populations. This qualitative case study examines how early childhood educators perceive and implement CRP in classrooms with high concentrations of immigrant and culturally diverse students. Additionally, it explores the perceived impact of these practices on instructional effectiveness, classroom climate, and teacher-student interactions.
Data was collected through semi-structured interviews, classroom observations, and document analysis. Thematic analysis yielded four central findings: (1) teachers’ understandings of CRP varied considerably, with some demonstrating strong intentionality and others exhibiting limited conceptual grasp; (2) participants employed CRP through diverse strategies, including the integration of multicultural literature, inclusive dialogue, and culturally relevant curricular adaptations; (3) CRP practices positively influenced classroom climate by fostering a sense of belonging and mutual respect; and (4) CRP enriched teacher-child interactions, promoting student engagement, participation, and stronger relational bonds.
Findings suggest that while CRP enhances inclusivity and supports student learning, implementation is often constrained by limited professional development and institutional backing. This study underscores the need for sustained teacher preparation, administrative support, and longitudinal research into CRP’s impact on educational equity and student outcomes. By centering culturally responsive approaches, early childhood educators are better positioned to meet the needs of diverse learners and advance equity in early learning contexts.
"]},{"key":"dc:title","label":"Title","values":["The Day You Begin: A Case Study of Culturally Responsive Pedagogy in Early Childhood Classrooms"]}]}],"canonical_facts":{"dc:contributor":["Dr. Sara Efron","Dr. Todd Price","Dr. Carolyn Theard-Griggs"],"dc:creator":["Shelton, Kim"],"dc:date.available":["2025-09-25T07:00:00Z"],"dc:description.abstract":["Culturally responsive pedagogy (CRP) has garnered growing attention in early childhood education due to its potential to cultivate inclusive and equitable learning environments for increasingly diverse student populations. This qualitative case study examines how early childhood educators perceive and implement CRP in classrooms with high concentrations of immigrant and culturally diverse students. Additionally, it explores the perceived impact of these practices on instructional effectiveness, classroom climate, and teacher-student interactions.
Data was collected through semi-structured interviews, classroom observations, and document analysis. Thematic analysis yielded four central findings: (1) teachers’ understandings of CRP varied considerably, with some demonstrating strong intentionality and others exhibiting limited conceptual grasp; (2) participants employed CRP through diverse strategies, including the integration of multicultural literature, inclusive dialogue, and culturally relevant curricular adaptations; (3) CRP practices positively influenced classroom climate by fostering a sense of belonging and mutual respect; and (4) CRP enriched teacher-child interactions, promoting student engagement, participation, and stronger relational bonds.
Findings suggest that while CRP enhances inclusivity and supports student learning, implementation is often constrained by limited professional development and institutional backing. This study underscores the need for sustained teacher preparation, administrative support, and longitudinal research into CRP’s impact on educational equity and student outcomes. By centering culturally responsive approaches, early childhood educators are better positioned to meet the needs of diverse learners and advance equity in early learning contexts.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/930"],"dc:subject":["culturally responsive pedagogy","early childhood education","teacher perceptions","immigrant students","equity","inclusive practices","multicultural curriculum","teacher-student relationships","professional development","Curriculum and Instruction"],"dc:title":["The Day You Begin: A Case Study of Culturally Responsive Pedagogy in Early Childhood Classrooms"],"thesis:degree_discipline":["Teaching and Learning"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:38Z"}