Abstract

This chapter discusses a curriculum project for low-income Latino preschool children’s science learning for supporting actual classroom teaching practices. The number of Latino children in the United States is increasing, and these children’s experiences, previous learning, interests, and educational goals can be varied. Therefore, this chapter deals with how to make these children’s learning experiences more meaningful through a project which involved technology-enhanced curriculum with real-life experiences in the Latino preschool children from low-income families. It discusses the project with Bourdieu's (1973, 1986) cultural capital, Cultural Race Theory (CRT), and digital divide as the theoretical framework. It also explores the ways in which the project connected the theoretical perspectives to the actual classroom practices. As a result, this chapter provides the detailed project procedure which can encourage early childhood teachers to effectively adopt in their classrooms.