Abstract:
Sociocultural theories explain ways that humans participate intently in informal family, community, and cultural activities and practices; learn naturally through these; and construct multiple identities. Diversity of, and within, families and cultures is now a global theme. Adopting culturally sensitive and equitable approaches and constructs to guide the education of children from diverse backgrounds is therefore vital. Funds of knowledge is an empowering construct developed as an early example of culturally responsive pedagogy. Previously, responses to educational achievement lags by ethnic minority children had taken on a deficit approach based on an assumption that the poor quality of these children’s home experiences meant they were not able to manage the demands of academic learning. Instead, funds of knowledge approaches explore the rich knowledge and lived experiences of families and cultures that can be drawn on in educational settings to enhance learning. It is therefore a concept of potential value to early childhood education where partnerships between families and educators are strongly promoted. The concept is dynamic, as it changes with each relationship in each family and evolves to new circumstances and cultures. Funds of knowledge can be considered as a theoretical, methodological, and pedagogical tool.