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abnoaphre, which anmuage i-ns. lntsnrst is a key fador in
their teeming. Therefore, rrmdured wsemlims and assigned -fk,
cmm in public sck& was muntarpraducw to @me learners. Mng aware
ofearly leamwpefennca is imputant to enswe that mnfiiing teaching
em'mmmts are not m n W at H'a pos2-seandeq led and do not have
dnstic afMs on Ib reIenlbn raMs of Native Amsricans.
Swne bdieve in order to faciltsle academic wccers for minorily gmups, it
isBppopriatatoconcsnnateonaearwlichwillenhMelkeiro2gnitiva
dav&pment, rmr than fwsing on problems which my amr to be unique to
their ptii gmup (F!ming. 1982). While this Wa abnpts to put all pq~le
in the same'mgniliw dwslopment scale', il docl not mns&rthe other Fadors
that iMuence one's mgnitiva dwslopnent. aspedally differem cultural child
rearing pracficas and cuiluml values. For examp, Walker, CMdd 6 6@slow
(1989) found mat Iwrhg style pefemnms might pmvide ccgnMva sbangth fw
simultaneous pmcasring.
Damu's (1992) findii also wpm this notion ofcultural impact on
wnMw devslopmsnt In his examinalh of 12 Wng. Darou (1992) bund mat
white all taar bias NatM Wss, there ere a few, such as Kohs blaks, which
amMasedforUaseNalivepeodewhogwupinlh8 Bushsurvivalwas
depsndarn on thairabig to magnize palems whidr wwe H'a key test measure
in Kohs Mach. Rumfore, lhsir &m of living in the bush stmngiy inRwnwd
hoirmgnh develqmm in patlwn reccgnitnn.