Introduction                                                                 

 
 
In the Fall IJWC 2016 publication, three manuscripts provide teachers with information and 
insight toward improving appropriate and effective instruction for diverse groups of children. 
Viewing Pictures for Reflection, readers discover how engaging, intellectual, and academic dirt 
truly can be. In the segment titled Etc., two authors describe ways in which schools directly 
linked with their communities in partnerships. 
 
 

Articles 
In the first article, “Are Korean Early Childhood Teachers Becoming More Responsive to 
Multicultural Children?” authors, Reina Park, James Hoot, and Hyejin Shin, analyze data drawn 
from the Korean Institute of Child Care and Education (KICCE) survey. These researchers were 
interested in the progress being made in the preparedness of Korean teachers to address diversity 
issues. Findings indicate teaching experience, close teacher-child relationships, and awareness of 
recent standardized curriculum may play a role in higher levels of diversity self-efficacy of early 
childhood educators. The study concludes with policy recommendations describing the roles of 
teacher dispositions and university education.  
 
In the second article, “Technology Integration into Early Childhood Education,” Shaunna Smith, 
Lauren Burrow, Kathy Fite, and Laurie Guerra explore the context for technology and 
technology integration into early childhood classrooms. Defining technology assumes different 
meanings. For the early childhood educator, there are multiple concerns about technology 
integration that go beyond access and classroom management of student use.  Considering the 
current trend to eliminate the standalone technology course in favor of technology integration 
into methods and content courses, these authors were interested in the implications for early 
childhood teacher practice. “Are university instructors effectively modeling the knowledge early 
childhood teacher candidates need?” 
 
In the third manuscript, Kathleen Fite provides readers with a review of Kirylo’s book, Teaching 
with purpose: An inquiry into the: who, why, and how we teach. Fite outlines Kirylo’s discussion 
describing the importance of teachers’ purposeful thoughts and actions.  Fite describes how 
Kirylo believes, in order to be “change agents” on behalf of equity and justice for all children, 
teachers build and maintain culturally responsive classrooms.  What collaborative efforts do 
teachers engage on behalf of genuine partnerships and relationship building?  In building 
respectful and trustful relationships, what is important for teachers to know about themselves and 
others? After reading this review by Fite, readers will be left wanting to read the text for 
themselves. 

 
 



Pictures for Reflection 
 
Two photographs capture a child’s total involvement while their playing in the dirt. Titled, Digging 
in the Dirt is Serious Business, the descriptive cutline provides insight for readers on what learning 
is actually occurring. After reflecting upon these many learning possibilities, classroom teachers 
will insist on creating an area for dirt and mud play for their students. 
 

Etc. 
 
In an effort to describe unique learning experiences, the ETC. section provides readers with two 
extraordinary ways to celebrate and partner with the community.  
 
In the first Etc. article, “The Halloween Holiday: A time for Community Celebration”,  
Claudia best describes how for more than 40 years, a school in New York, uses the Halloween 
holiday as a town-wide celebration. From the morning assembly where children perform skits, 
songs, and poetry to the afternoon parade through the town, the children, teachers, and community 
members use this day to celebrate their school and children. In addition to maintaining academic 
excellence, this elementary school intentionally integrates curriculum, actively involves families 
and businesses as learning partners, and respects that children are unique and deserve a range of 
diverse learning possibilities. 
  
In the second Etc. article, “Growing Up Healthy: from the Farm to the Cafeteria,” Tylar Setser 
provides a step-by-step guide to creating this partnership.  She describes how to build a relationship 
between a local farmer and the school.  Collaboration among the farmer, cafeteria staff, families, 
teachers, and children becomes a life-long commitment toward healthy eating and nutritious 
choices. She provides ways to effectively plan, clearly communicate, and cautiously avoid pitfalls.