Advancing equity and embracing diversity in early childhood education : elevating voices and actions / Iliana Alanis, Iheoma U. Iruka, editors ; with Susan Friedman.

Format:

Book

Contributor:

Friedman, Susan, contributor.

Iruka, Iheoma U., editor.

Alanis, Iliana, editor.

Language:

English

Subjects (All):

Early childhood education--United States.

Early childhood education.

Physical Description:

1 online resource (253 pages)

Place of Publication:

Washington, District of Columbia : National Association for the Education of Young Children, [2021]

Summary:

Together, the voices of early childhood educators, scholars, and professionals can sound the call to advance the profession toward more equitable educational experiences, systems, and practices for all children. This book showcases many of these voices from across the field of early childhood education and invites you to think about and discuss ways you can add your own voice to that call. Expanding on recommendations from NAEYC's "Advancing Equity in Early Childhood Education" position statement, the contributors to this invaluable resource navigate difficult and complex topics and offer guidance on how to apply more equitable pedagogical practices. Grounded in theoretical frameworks and current research, the chapters look at both the history of inequity in the profession and what the future of education can mean for all children.

Contents:

Cover

Title Page

Copyright

Contents

Acknowledgments

Contributor List

NAEYC's "Advancing Equity in Early Childhood Education" Position Statement

Recommendations for Everyone

Recommendations for Early Childhood Educators

Create a Caring, Equitable Community of Engaged Learners

Establish Reciprocal Relationships with Families

Observe, Document, and Assess Children's Learning and Development

Advocate on Behalf of Young Children, Families, and the Early Childhood Profession

Recommendations for Administrators of Schools, Centers, Family Child Care Homes, and Other Early Childhood Education Settings

Recommendations for those Facilitating Educator Preparation and Professional Development

Recommendations for Public Policymakers

The Evidence for this Position Statement

Principles of Child Development and Learning

The Social-Cultural Context of Child Development and Learning

Conclusion

Definitions of Key Terms

Introduction

Advocating for Social Justice for All

About the Book

How the Book Is Organized

Taking Up the Call

Reflection Questions

References

Part 1: Reflections on Equity

Section 1: Reflections on Ourselves

Chapter 1: Looking Inward: Reflections from Early Education Professionals on Their Journey to Reduce Bias and Racism

The Questions

The Voices

Reference

Section 2: Reflections on Our Profession

Chapter 2: Why History?: Educating the Early Childhood Workforce for Equity

Example 1: African American English Vernacular, Black English, or Ebonics

Example 2: Color and Colorism

Differences Within Groups

Differences Between Groups

Intervention: Early Childhood Programs

How Should the Early Childhood Profession Respond?

References.

Chapter 3: Quality Includes Removing Bias from Early Childhood Education Environments

The Importance of Racial Equity in Early Childhood Education Settings

The Impact of Implicit Bias

Approaches for Countering the Impact of Implicit Bias

Increase Hiring and Retention of Teachers of Color

Build Empathy and Cultural Competence to Reduce Bias in the Classroom

Promote Positive School-Family Interactions and Effective Family Engagement

Chapter 4: Being an Equity Leader

A Framework for Change

Critical Awareness

Intentional, Facilitative, and Strategic Leadership

Creating a Culture for Creativity, Risk-Taking, and Co-Learning

Managing Conflict and Finding the Third Space

Strategies for Change

Program Leader Tasks

Engaging Teachers and Staff

Including Families

Chapter 5: Recognizing Shortcomings of a Traditional Professional Knowledge Base

Professional Standards: Quality Redefined

Professional Knowledge Base: Missing Links

Professional Perspectives: One Size Only

Professional Learning: Colonization Roots

Professional Expectations: To Be Qualified

Adopting a Culturally and Linguistically Relevant, Anti-Bias Pedagogy

Examining Classroom Quality Through an Equity Lens: Assessing Classroom Sociocultural Equity Scale

Part 2: Responsive Pedagogical Practices

Chapter 6: Creating Caring Communities in Early Childhood Contexts

Create Warm, Positive Relationships

Create a Community Where Children Feel Safe

Create a Community that Fosters Respect

Create a Community in Which Everyone Learns from and with Each Other

Chapter 7: Focusing on What Really Counts: How Noticing and Appreciating Simple, Ordinary Moments in Early Childhood Care and Education Can Enrich Human Relationships and Promote Professional Equity

Developing Responsive and Equitable Interactions

Chapter 8: Developing the Three Cs of Reciprocity

Communication

Collaboration

Develop Collaborative Goals

Develop an Action Plan

Share the Outcomes

Coordination

Chapter 9: What About the Children?: Teachers Cultivating and Nurturing the Voice and Agency of Young Children

Schools as Sites of Inequality

They're Not Too Young to Talk About Race

An Activity to Cultivate and Nurture Voice

An Activity to Cultivate and Nurture Agency

Chapter 10: Equity, Diversity, and Child Development: Implications for Practice

Family-School Events

Chapter 11: Equitable Learning Opportunities for Young Bilingual Children: Strategies to Promote Oral Language Development

Promoting Oral Language Development of Young Bilingual Children

Teaching Strategies: Listening and Speaking

Language Interactions in the Early Childhood Classroom

What Is Contextualized or Decontextualized Language?

Chapter 12: Creating High-Quality STEM Experiences for All Young Learners: What Do Teachers of Young Children Need to Know?

Understand a Working Definition of STEM

Make Meaningful STEM Connections

Foreground One Area for Integrated STEM Learning

Make STEM Learning and Thinking Visible

Use Language to Activate STEM Thinking

Instigate a Positive Mindset About STEM

Learn About Family Uses of STEM at Home

Chapter 13: Developing Meaningful and Relevant Writing with K-3 Dual Language Learner Students.

Relevant Research: Social Interaction, Oral Language, and Writing

Cognition, Language, and Social Interaction

Integrating Reading and Writing

Written Language Content and Mechanics Integration

Clues for Meaning

Chapter 14: Providing Responsive Supports to Dual Language Learners with Disabilities

Holistic Support and Services

Working Collaboratively

Using the Home Language as a Resource

Instructional Competencies

Bilingual Screening

Chapter 15: Making Thinking, Learning, and Development Visible and Inclusive Through Authentic Assessment

What Is Authentic Assessment?

Authentic Assessment Strategies Are Strengths-Based

Authentic Assessment Strategies Are Culturally Responsive

Authentic Assessment Strategies Promote Equity in a Digital World

How Do We Make Thinking, Learning, and Development Visible?

Chapter 16: Learning Stories: Observation, Reflection, and Narrative in Early Childhood Education

Narrative in Marginalized Communities

Learning Stories Capture Children's Learning

Developing a Learning Story

Suggested Format of a Learning Story

Part 3: Moving Forward as a Profession

Chapter 17: The Work: Promoting Equity and Justice in Early Childhood

Second-Generation Equity Work

Beginning the Work

A Cross-Sector Approach to Equity

Examining Data to Identify Disparities and Barriers

Developing More Equitable Policies and Practices

Putting It All Together

Chapter 18: Agency and Power in Young Children's Lives: Five Ways to Advocate for Social Justice as an Early Childhood Educator

Social Justice Requires Belief and Effort

Social Justice Fixes Systems, Not Families.

Social Justice Makes Space for Cultural and Political Views of Development

Reject Deficit Talk

De-Privilege White-Centric, Western Philosophies and Approaches

Prioritize Children's Agency Every Day

Make Space for Children's Realities and Community Knowledge

Creating Healing Spaces

Chapter 19: Creating Anti-Racist Early Childhood Spaces

Racial History of Early Childhood Programs

Racism in Current Early Childhood Education Programs

Creating Anti-Racist Early Childhood Environments

Teaching Anti-Racism

Noticing Racism in Your Classroom

Racism Within Your Organization

Committing to Become Anti-Racist

Chapter 20: Early Childhood Teacher Educators' Critical Role: Preparing Culturally Efficacious Early Childhood Teachers

Alignment of CEEM and NAEYC's Position Statement Recommendations

Awakening Cultural Consciousness

Acquiring Cultural Competence

Developing Cultural Proficiency and Actualizing Cultural and Critical Responsivity

Realizing Cultural Efficaciousness

Appendix: A Note on Terminology Used in this Book

About the Editors

Index.

Notes:

Description based on print version record.

Includes bibliographical references and index.

ISBN:

9781938113796

1938113799

OCLC:

1257665437