Welcoming Families From Around the World

For this assignment, imagine the following scenario:

You are working in an early childhood setting of your choice—a hospital, a child care center, a social service agency. You receive word that the child of a family who has recently emigrated from a country you know nothing about will join your group soon. You want to prepare yourself to welcome the child and her family. Luckily, you are enrolled in a course about diversity and have learned that in order to support families who have immigrated you need to know more than surface facts about their country of origin.

The new family entering my early learning center is from Morocco!

Morocco is located in North Africa boarding the Atlantic Ocean and the Mediterranean Sea.

In researching this country to prepare for the families arrival I have learned the following…

1.      Moroccans are predominantly Sunni Muslims, but there is also a Jewish community so I cannot assume the faith of the family.

2.      Arabic is the official language, but French serves as the language of commerce and government and is widely taught. My student may be able to speak two languages already! There is also the possibility that English is also spoken as Al-Akhawayn, a private English- language university, that uses an American model was founded in 1993.

3.      Although education is free and compulsory through the age of 15, many children especially girls in rural areas, do not attend schools. Literacy rates differ between genders with males having the higher rate.

4.      Morocco for the most part is a patriarchal society, with girl and boys being raised much differently. Girls are shown more affection and are more closely monitored and disciplined.

5.      In Morocco lunch is the biggest meal of the day and shared with family.

The information I have gathered will allow me to greet and get to know this family without any preconceived notions. I am aware that their religion, language and education level may vary. Although Morocco is patriarchal, a modern Morocco exits, with women working outside the home. I need to meet the family to learn and understand its structure. I am aware that the educational expectations of this family may vary depending on the gender of the child. The information I have gathered will allow me to prepare my classroom and myself to provide as much cultural continuity between home and school as possible. Having 30 minutes for lunch instead of two hours, and eating with peers at the center instead of family is our first cultural conflict.

Reference

Stevens, G. M., Vollebergh, W. M., Pels, T. M., & Crijnen, A. M. (2007). Parenting and internalizing and externalizing problems in Moroccan immigrant youth in the Netherlands. Journal of Youth And Adolescence, 36(5), 685-695.s

U.S. Department of State. (2012, March 12). Background note: Morocco. Retrieved from http://www.state.gov/r/pa/ei/bgn/5431.htm

(This post was influenced by my oldest daughter who will be moving to Cartagena, Spain in Sept. to teach English for a year. She was very exited about where she will be teaching due to the Moroccan influence and its proximity to Morocco itself. After my research I share her enthusiasm!)