Culturally sensitive interventions in early childhood education are needed in societies in which immigrants have joined indigenous populations and where people with different national, ethnic or religious identities have created new communities. Although a theoretical framework for culturally sensitive research into child development exists, the translation of such perspectives into the practice of early childhood education remains a great challenge. This paper attempts to link the application of different intervention models and theoretical orientations regarding child development to changing social and educational policies in Israel. It focuses on the shift that has occurred in some early childhood settings from a universalistic paradigm of intervention to a more pluralistic paradigm. As well, it suggests a typology, illustrated by three metaphors — “The Colouring Book”, “The Family Album” and “The Thousand and One Voices” — to describe the ways in which cultural diversity is currently dealt with in early childhood interventions in Israel.
- Cultural diversity
- Culturally sensitive interventions
- Early childhood interventions