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OverviewTogether, 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 Duran 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! Full Product DetailsAuthor: Iliana Alanis , Iheoma U. Iruka , Susan Friedman , Barbara BowmanPublisher: National Association for the Education of Young Children Imprint: National Association for the Education of Young Children ISBN: 9781938113789ISBN 10: 1938113780 Pages: 152 Publication Date: 12 August 2021 Audience: General/trade , General Format: Paperback Publisher's Status: Active Availability: In stock  We have confirmation that this item is in stock with the supplier. It will be ordered in for you and dispatched immediately. Table of ContentsAcknowledgments Contributor List NAEYC's Advancing Equity in Early Childhood Education Position Statement Introduction Iliana Alanis, 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 Duran 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 IndexReviewsNAEYC's position statement on advancing equity is not just words on paper, it is the heart and soul of who we are as people who care for all children. In this book, editors Iliana Alanis, Iheoma Iruka, and Susan Friedman have gathered stories and insights from dozens of early childhood education professionals, leading us forward into a beloved community framed in social justice. -- Josh Thompson * Associate Professor of Early Childhood Education * This text is comprehensive in its approach to addressing equity and diversity in our field. The diverse group of contributors offers research-based expertise centering a variety of social identities. Regardless of role, this book provides useful information for improving practice. -- Toni Sturdivant * Assistant Professor of Curriculum and Instruction * In a time when issues of diversity, equity, inclusion, and access are at the forefront in education, this volume offers timely and critical recommendations for policy and practice. The coeditors bring together a stellar group of experts in the field that delineate how we can enact equitable and inclusive early childhood education founded on NAEYC's Advancing Equity in Early Childhood Education position statement and its recommendations. A must-read for all early childhood educators. -- Sonia W. Soltero * Professor and Chair, Department of Leadership, Language, and Curriculum * This book confronts us with the inequities present in early childhood education. It compels us not to remain silent, compliant, or complicit, but rather to take anti-racist actions at every level-classroom, program, teacher preparation, and policy. -- Cristina Gillanders * Associate Professor * In a time when issues of diversity, equity, inclusion, and access are at the forefront in education, this volume offers timely and critical recommendations for policy and practice. The coeditors bring together a stellar group of experts in the field that delineate how we can enact equitable and inclusive early childhood education founded on NAEYC's Advancing Equity in Early Childhood Education position statement and its recommendations. A must-read for all early childhood educators.--Sonia W. Soltero Professor and Chair, Department of Leadership, Language, and Curriculum NAEYC's position statement on advancing equity is not just words on paper, it is the heart and soul of who we are as people who care for all children. In this book, editors Iliana Alanis, Iheoma Iruka, and Susan Friedman have gathered stories and insights from dozens of early childhood education professionals, leading us forward into a beloved community framed in social justice.--Josh Thompson Associate Professor of Early Childhood Education This book confronts us with the inequities present in early childhood education. It compels us not to remain silent, compliant, or complicit, but rather to take anti-racist actions at every level--classroom, program, teacher preparation, and policy.--Cristina Gillanders Associate Professor This text is comprehensive in its approach to addressing equity and diversity in our field. The diverse group of contributors offers research-based expertise centering a variety of social identities. Regardless of role, this book provides useful information for improving practice.--Toni Sturdivant Assistant Professor of Curriculum and Instruction Author InformationIliana Alanis, 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. Alanis 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. Alanis 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. Tab Content 6Author Website:Countries AvailableAll regions |
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