Early Childhood Equity Initiative Leaders Group NAEYC 2009
Overview of the Project <ul><li>Early Childhood Equity Initiative Leaders Group </li></ul><ul><li>Partnership: </li></ul>
Goals of the Program <ul><li>Understand the impact that positive racial and cultural identity development has on our young...
Goals of the Program <ul><li>The effects of institutional oppression and internalized oppression on our ECE workforce </li...
Group Process <ul><li>Monthly 3-hour Meetings </li></ul><ul><li>Reading Materials </li></ul><ul><li>Films </li></ul><ul><l...
Why Anti-Bias Education? <ul><li>Vignettes from our classrooms </li></ul>
Goals of Anti-Bias Education <ul><li>Nurture child’s development of knowledge and confident self-concept and group-identit...
CLASSROOM PROJECTS <ul><li>ECEIL Members </li></ul>
Multi-Cultural Alphabet Book By Denise Mulcahey
Multicultural Alphabet Book <ul><ul><li>Acknowledgement of Diversity within the Hispanic Community </li></ul></ul><ul><ul>...
Integrating Views of Children with Disabilities by Lisa Montoya
Children with Disabilities <ul><ul><li>Found it hard to find books with children with disabilities included rather than si...
Appropriate Images of Children with Disabilities Puzzles
Discussions about Children with Disabilities
“ The boy who lost his teeth is standing with his Daddy. He’s probably sick .”
“ The girl who is blind has a dog to take her everywhere.”
“ The girl who can’t see has a dog that guides her”
Other Materials with Images of Children with Disabilities
Books Focused on Children with Disabilities
Braille Books Seedlings Braille Books for Children
Color-Blindness in a Non-Diverse Setting By Jay Taylor
Difficulties in Talking about Race
Mistaken Beliefs <ul><li>Young children are innocently color-blind and do not notice racial differences unless they are po...
Research Findings <ul><li>Katz et al. (2007). Young children are far from color-blind and exhibit race bias at early ages....
Research Findings <ul><li>Brown, et al. (2007): out of 17,000 families with kindergartners, nonwhite parents are three tim...
Books Focused on Racial Characteristics
Stimulating Discussions about Racial Characteristics
Valuing Home Culture & Language By Santa Smith
Valuing Home Culture <ul><li>Celebrating Cultural Differences and Similarities </li></ul><ul><li>Appreciating Different La...
Thematic Study
Exploring Our Own Identities
Exploring Our Many Languages
Self-Assessment of Bias & Behavior By Kim Phillips-Benton
Self-Assessment <ul><li>Journal of Own Biased Comments </li></ul><ul><li>Learn how to change the way I view people of oth...
February <ul><li>I’ve been thinking about how many times I have made a racial comment even if I was “just joking” about a ...
March <ul><li>I started writing down some of the comments I’ve made and how they have made me and others feel. </li></ul><...
April <ul><li>How many times have I made a comment about African-American people being late, ghetto, or having bad credit ...
May <ul><li>I have really been aware of what I say and how I say it. </li></ul><ul><li>I’ve have been stopping myself in m...
June <ul><li>I hope others can learn from my project. It is easy to critique your already existing curriculum, but it was ...
Early Childhood Equity Classroom Assessment <ul><li>Staffing </li></ul><ul><li>Classroom Interactions & Language Use </li...
Strengths in Classroom Assessments <ul><li>Developing children’s positive sense of self-identity </li></ul><ul><li>Develop...
Weakness from Classroom Assessments <ul><li>Few images and experiences including children or adults with disabilities </li...
Summary <ul><li>ECEIL Leaders Group provided: </li></ul><ul><li>Psychologically safe environment to discuss difficult and ...
Discussion and Questions
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Naeyc Presentation Eceil 2009

Presentation for the NAEYC National Conference 2009
Published on: Mar 3, 2016
Published in: Education      Health & Medicine      
Source: www.slideshare.net


Transcripts - Naeyc Presentation Eceil 2009

  • 1. Early Childhood Equity Initiative Leaders Group NAEYC 2009
  • 2. Overview of the Project <ul><li>Early Childhood Equity Initiative Leaders Group </li></ul><ul><li>Partnership: </li></ul>
  • 3. Goals of the Program <ul><li>Understand the impact that positive racial and cultural identity development has on our youngest children </li></ul><ul><li>Respecting and appreciating the backgrounds, lifestyles and other differences that are present in our increasingly diverse communities </li></ul>
  • 4. Goals of the Program <ul><li>The effects of institutional oppression and internalized oppression on our ECE workforce </li></ul><ul><li>Strategies to influence curricula, teaching methodology, program policies, and standards in the field </li></ul>
  • 5. Group Process <ul><li>Monthly 3-hour Meetings </li></ul><ul><li>Reading Materials </li></ul><ul><li>Films </li></ul><ul><li>Classroom Visits/Assessments </li></ul>
  • 6. Why Anti-Bias Education? <ul><li>Vignettes from our classrooms </li></ul>
  • 7. Goals of Anti-Bias Education <ul><li>Nurture child’s development of knowledge and confident self-concept and group-identity. </li></ul><ul><li>Promote empathic interaction with people from diverse backgrounds. </li></ul><ul><li>Foster critical thinking about bias. </li></ul><ul><li>Cultivate child’s ability to stand up for him/herself and others in the face of bias. </li></ul>
  • 8. CLASSROOM PROJECTS <ul><li>ECEIL Members </li></ul>
  • 9. Multi-Cultural Alphabet Book By Denise Mulcahey
  • 10. Multicultural Alphabet Book <ul><ul><li>Acknowledgement of Diversity within the Hispanic Community </li></ul></ul><ul><ul><li>Greater appreciation of struggle of people who leave a country they love and their love of their home country </li></ul></ul><ul><ul><li>Children learning about each other and promoting pride in their group identity </li></ul></ul>
  • 11. Integrating Views of Children with Disabilities by Lisa Montoya
  • 12. Children with Disabilities <ul><ul><li>Found it hard to find books with children with disabilities included rather than singled out </li></ul></ul><ul><ul><li>Gained resources for the classroom </li></ul></ul><ul><ul><li>Prepared her for inclusion class </li></ul></ul>
  • 13. Appropriate Images of Children with Disabilities Puzzles
  • 14. Discussions about Children with Disabilities
  • 15. “ The boy who lost his teeth is standing with his Daddy. He’s probably sick .”
  • 16. “ The girl who is blind has a dog to take her everywhere.”
  • 17. “ The girl who can’t see has a dog that guides her”
  • 18. Other Materials with Images of Children with Disabilities
  • 19. Books Focused on Children with Disabilities
  • 20. Braille Books Seedlings Braille Books for Children
  • 21. Color-Blindness in a Non-Diverse Setting By Jay Taylor
  • 22. Difficulties in Talking about Race
  • 23. Mistaken Beliefs <ul><li>Young children are innocently color-blind and do not notice racial differences unless they are pointed out. </li></ul><ul><li>Children would never develop race bias if they were not explicitly taught this by their parents. </li></ul><ul><li>Not true! </li></ul>
  • 24. Research Findings <ul><li>Katz et al. (2007). Young children are far from color-blind and exhibit race bias at early ages. </li></ul><ul><li>Vittrup (2007). Parents very uncomfortable in talking about race with their children. </li></ul><ul><li>Diverse environmental exposure not enough to change attitudes. </li></ul>
  • 25. Research Findings <ul><li>Brown, et al. (2007): out of 17,000 families with kindergartners, nonwhite parents are three times more likely to discuss race than white parents; 75 percent of white parents never, or almost never, talk about race. </li></ul><ul><li>We unwittingly teach that race is something we shouldn’t talk about </li></ul>
  • 26. Books Focused on Racial Characteristics
  • 27. Stimulating Discussions about Racial Characteristics
  • 28. Valuing Home Culture & Language By Santa Smith
  • 29. Valuing Home Culture <ul><li>Celebrating Cultural Differences and Similarities </li></ul><ul><li>Appreciating Different Languages </li></ul><ul><li>Teach English Language Learners to Value their Home Language </li></ul>
  • 30. Thematic Study
  • 31. Exploring Our Own Identities
  • 32. Exploring Our Many Languages
  • 33. Self-Assessment of Bias & Behavior By Kim Phillips-Benton
  • 34. Self-Assessment <ul><li>Journal of Own Biased Comments </li></ul><ul><li>Learn how to change the way I view people of other ethnicities </li></ul><ul><li>Teach my children to respect and treat all people equally </li></ul>
  • 35. February <ul><li>I’ve been thinking about how many times I have made a racial comment even if I was “just joking” about a family member, friend or stranger. </li></ul>
  • 36. March <ul><li>I started writing down some of the comments I’ve made and how they have made me and others feel. </li></ul><ul><li>Wow. We make several comments a day without realizing how it could hurt someone or what message it sends our children </li></ul>
  • 37. April <ul><li>How many times have I made a comment about African-American people being late, ghetto, or having bad credit – or even being “crack heads”? </li></ul><ul><li>I have begun to correct myself and others…I quickly ask for forgiveness and say to myself, “that was not nice!” </li></ul>
  • 38. May <ul><li>I have really been aware of what I say and how I say it. </li></ul><ul><li>I’ve have been stopping myself in mid-sentence or thought before I make a racial comment. </li></ul><ul><li>I have been correcting my children and friends, explaining the negative feelings we project – even if we are joking. </li></ul>
  • 39. June <ul><li>I hope others can learn from my project. It is easy to critique your already existing curriculum, but it was not easy to find something that was wrong in me , find it, become aware of it, accept that it is wrong, and attempt to change it. </li></ul><ul><li>We often like to see the finished project, but we ignore the process it took to get there. </li></ul>
  • 40. Early Childhood Equity Classroom Assessment <ul><li>Staffing </li></ul><ul><li>Classroom Interactions & Language Use </li></ul><ul><li>Classroom Environment </li></ul><ul><li>Classroom Rules and Processes </li></ul><ul><li>Parent Dialogue and Inclusion </li></ul><ul><li>Community Involvement </li></ul>
  • 41. Strengths in Classroom Assessments <ul><li>Developing children’s positive sense of self-identity </li></ul><ul><li>Developing children’s empathic interactions with diverse others </li></ul><ul><li>Good supply of multicultural books & materials </li></ul><ul><li>Respectful family relationships </li></ul><ul><li>Strong use of community </li></ul><ul><li>Positive gender models and encouragement </li></ul>
  • 42. Weakness from Classroom Assessments <ul><li>Few images and experiences including children or adults with disabilities </li></ul><ul><li>Few images of elderly people in non-stereotyped activities </li></ul><ul><li>Little focus on challenging bias and helping children to challenge bias in their lives </li></ul>
  • 43. Summary <ul><li>ECEIL Leaders Group provided: </li></ul><ul><li>Psychologically safe environment to discuss difficult and often taboo topics </li></ul><ul><li>Social support to try new ideas and grow as individuals </li></ul><ul><li>Information sharing about ideas, materials, and strategies for creating anti-bias classrooms </li></ul>
  • 44. Discussion and Questions

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