Identity Formation and Cultural ResponsivenessReggio Emilia programs in northern Italy strive to help teachers understand the images they hold of the children in their care and how these images impact their interactions, management of the environment, and teaching strategies (Swim, 2017). Cultural awareness also helps teachers understand the images they hold and communicate. The goal is the same for both: to cultivate respectful, responsive environments that reflect the individuality of each child, family, and community.Review pages 126-128 of your Swim course text, focusing on Reggio Emilia’s concept of the “Image of the Child.” Also review the media segment “Cultural Responsiveness.” Then consider the relationship between children’s identity formation and developmentally, culturally, and individually appropriate practice. Bring to mind practices and situations that you believe are culturally responsive to and respectful of positive image development—reflected both through the image the teacher has of the child and the image the child has of him or herself.
By Day 3:

Post your thoughts regarding the relationship between children’s identity formation and culturally appropriate practices within the toddler setting. Then provide examples of practices you believe cultivate positive self-image development for toddlers and promote teachers’ positive images of toddlers.