Advancing Equity and Embracing Diversity in Early Childhood Education: Elevating Voices and Actions (eBook)

Iliana Alanis (Autor)

Iheoma U. Iruka (Herausgeber)

eBook Download: EPUB

2021
325 Seiten
National Association for the Education of Young Children (Verlag)
978-1-938113-79-6 (ISBN)

Infos

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.

Inside, you’ll read the voices of

• Teresa Acevedo
• Jennifer Keys Adair
• Rosemarie Allen
• Garnett S. Booker III
• Barbara T. Bowman
• Dina C. Castro
• Jie-Qi Chen
• Stephanie M. Curenton
• Felicia L. DeHaney
• Louise Derman-Sparks
• Lillian Durán
• Tonia R. Durden
• Isauro M. Escamilla
• Belinda Bustos Flores
• Janelle Beth Flores
• Ximena Franco
• Mimi Gray
• Socorro Herrera
• Zeynep Isik-Ercan
• Debbie LeeKeenan
• Junlei Li
• Daniel R. Meier
• Jen Neitzel
• John Nimmo
• Iliana Reyes
• Shubhi Sachdeva
• Hilary Seitz
• Dorothy L. Shapland
• Carla Thompson Payton
• Alandra Washington
• Dana Winters
• Brian L. Wright
• . . . and many more!

Autor

Iliana Alanís, PhD, a native of South Texas, is professor of early childhood and elementary education in the department of interdisciplinary learning and teaching at the University of Texas at San Antonio. With over 20 years in the early childhood field, her work focuses on teaching practices in culturally and linguistically diverse early childhood contexts with an emphasis on the effect of schooling for language minority children in Spanish/English dual language programs. She is especially interested in forms of teaching that promote native language development and its correlation to second language acquisition. With over 48 refereed publications related to dual language education, her recent research focuses on higher‑order cognitive and linguistic interaction found in student–student exchanges. Dr. Alanís is former president of the Texas Association for Bilingual Education and former board member for the National Latino Children’s Institute. She’s served as a NAEYC Governing Board member and an Early Childhood Advisory Board member for Scholastic Education. As a member of the Dual Language Training Institute, she facilitates professional development for teachers in dual language classrooms across the country. Dr. Alanís is coauthor of The Essentials: Supporting Dual Language Learners in Diverse Environments in Preschool and Kindergarten (NAEYC, 2021).

Iheoma U. Iruka, PhD, is research professor in public policy and founding director of the equity research action coalition at the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill. Dr. Iruka is engaged in projects and initiatives focused on how evidence‑informed policies, systems, and practices in early education can support the optimal development and experiences of children who are from households with low income, ethnic minorities, and immigrants. She is focused on ensuring healthy development and excellence for young diverse learners, especially Black children, through classroom and family tools, the examination of nontraditional pedagogical approaches, public policies, and publications geared toward early education practitioners and policymakers. She is an author of several books, including Don’t Look Away: Embracing Anti‑Bias Classrooms (Gryphon House, 2020). Dr. Iruka serves or has served on numerous national boards and committees, including the Brady Education Foundation, the American Psychological Association’s Board of Educational Affairs Task Force on Racial and Ethnic Disparities, and the National Academies of Sciences, Engineering, and Medicine committees on Supporting Parents of Young Children and Applying Neurobiological and Socio‑Behavioral Sciences from Prenatal through Early Childhood Development: A Health Equity Approach.

Susan Friedman is senior director of publishing and professional learning at the National Association for the Education of Young Children (NAEYC). In this role, she leads the content development work of NAEYC’s books, periodicals, digital content, and professional learning teams. Early childhood educators rely on NAEYC’s award-winning content to stay current on research and best practices they can implement in their classrooms. Susan has extensive prior experience in content programming as well as editorial oversight and production with many years of experience creating content on play, developmentally appropriate uses of media, and other topics for educators and families. She has presented at numerous educational conferences, including NAEYC’s Professional Learning Institute and Annual Conference, the South by Southwest Education (SXSW EDU) Conference & Festival, and the School Superintendents Association’s Early Learning Cohort. Susan began her career as a preschool teacher at City and Country School in New York City. She holds degrees from Vassar College and the Harvard Graduate School of Education.

Inhalt

Acknowledgments

Contributor List

NAEYC’s “Advancing Equity in Early Childhood Education” Position Statement

Introduction
Iliana Alanís, Iheoma U. Iruka, and Susan Friedman

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
Iheoma U. Iruka, with Anthony Broughton, Michael Gonzalez, Jillian Herink, Steven Hicks, Tamara Johnson, Jen Neitzel, Karen Nemeth, Nicol Russell, and Shannon Wanless

Section 2: Reflections on Our Profession

Chapter 2: Why History? Educating the Early Childhood Workforce for Equity
Barbara T. Bowman

Chapter 3: Quality Includes Removing Bias from Early Childhood Education Environments
Felicia L. DeHaney, Carla Thompson Payton, and Alandra Washington

Chapter 4: Being an Equity Leader
John Nimmo, Debbie LeeKeenan, and Louise Derman-Sparks

Chapter 5: Recognizing Shortcomings of a Traditional Professional Knowledge Base
Tonia R. Durden and Stephanie M. Curenton

Part 2: Responsive Pedagogical Practices

Chapter 6: Creating Caring Communities in Early Childhood Contexts
Garnett S. Booker III

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
Junlei Li and Dana Winters

Chapter 8: Developing the Three Cs of Reciprocity
Zeynep Isik-Ercan

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

Chapter 10: Equity, Diversity, and Child Development: Implications for Practice
Iliana Reyes, Mimi Gray, and Teresa Acevedo

Chapter 11: Equitable Learning Opportunities for Young Bilingual Children: Strategies to Promote Oral Language Development
Dina C. Castro and Ximena Franco

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

Chapter 13: Developing Meaningful and Relevant Writing with K–3 Dual Language Learner Students
Daniel R. Meier

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

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

Chapter 16: Learning Stories: Observation, Reflection, and Narrative in Early Childhood Education
Isauro M. Escamilla

Part 3: Moving Forward as a Profession

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

Chapter 18: Agency and Power in Young Children’s Lives: Five Ways to Advocate for Social Justice as an Early Childhood Educator
Jennifer Keys Adair and Shubhi Sachdeva

Chapter 19: Creating Anti-Racist Early Childhood Spaces
Rosemarie Allen, Dorothy L. Shapland, Jen Neitzel, and Iheoma U. Iruka

Chapter 20: Early Childhood Teacher Educators’ Critical Role: Preparing Culturally Efficacious Early Childhood Teachers
Belinda Bustos Flores, Socorro Herrera, and Janelle Beth Flores

Appendix: A Note on Terminology Used in this Book

About the Editors

Index

Produkt-Details

• Erscheint lt. Verlag: 6.7.2021
• Co-Autor: Susan Friedman, Barbara Bowman, Jennifer Keys Adair, Jen Neitzel, Daniel Meier, Dina Castro, Louise Derman Sparks, Junlei Li
• Zusatzinfo: Figures and tables
• Sprache: englisch
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Vorschulpädagogik
• Schlagworte: Advocacy • Bilingual Education • Child Development • Cultural Competence • developmentally appropriate practice • diversity-rich • dual language learners • Equity • equity, diversity, developmentally appropriate practice, multicultural education, racially diverse, diversity-rich, superdiverse settings, inclusive classrooms, teacher bias, cultural competence, bilingual education, dual language learners, strengths-based, gender, identity, third space, rural families, immigrant families, ethics, teacher reflection, positive identity, child development, advocacy, social justice, naeyc, dap, early childhood, high-quality curriculum, dap, ece, ece educators, early childhood, • ethics • Gender • high-quality curriculum • Identity • Immigrant Families • Inclusive classrooms • Multicultural • positive identity • racially diverse • Racism • Rural • Social Justice • strengths-based • superdiverse settings • teacher bias • teacher reflection • Third space
• ISBN-10: 1-938113-79-9 / 1938113799
• ISBN-13: 978-1-938113-79-6 / 9781938113796