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These cultural regularities could be a portion of influence to me in considering and implicating teaching early childhood education in preschools. Because of these different cultural regularities, I will think about my teaching philosophy, ideas and actions more and implicate my early childhood education to children very carefully. .
According to Rogoff (2003) "what they do depends in important ways on the cultural meaning given to the events and the social and institutional supports provided in their communities for learning and carrying out specific roles in the activities " (p. 6). .
Noticing about people's social-ecological context also help me easier to acquire information and knowledge about child's family beliefs and culture. By noticing the children's family background and their family philosophy will affect me in implicating early childhood education in preschools. In New Zealand, some groups of migrants from the Pacific Islands have established early childhood centres to keep their different cultures and languages flourishing in their communities in New Zealand. Because of the diversity of cultures, there is no single Pacific Islands curriculum, but there are historic links in language and culture, and there is a common geographic heritage. .
In different cultural communities it is expected that children to engage in activities at vastly different times in childhood, and may regard in other communities as surprising or even dangerous. For example in Fiji, children at age 12 are often regarded as capable of caring for themselves or tending another child. My parents would sometimes leave me and my younger brothers and sisters at home and goes for shopping in Fiji but in New Zealand, it is an offense to leave a child under age 14 years without adult supervision. .
Rogoff (2003) makes the points that: "Interpreting the activity of people without regard for their meaning system and goals renders observations meaningless.
