Description
This book brings together multiple voices from a range of thought leaders in early childhood education to describe both how structural inequities deeply embedded in US society have a negative impact on children's development and learning and how educators who have a strong understanding of how children's development and learning takes place within a cultural context are equipped to create effective and affirming environments, instructional activities, and assessments. Research indicates that children benefit from highly qualified, reflective teachers who provide developmentally appropriate, culturally relevant, and linguistically responsive experiences and interactions. The book includes recommendations for ways the broader early childhood system, institutions of higher education, and policy can support early childhood educators in meeting their professional and ethical responsibilities to our most vulnerable populations. Also includes concrete examples and approaches classroom teachers can implement to address equity as they plan lessons, select materials, and support children and families. The book expands on key points of NAEYC's Advancing Equity in Early Childhood Education position statement (2019) so that educators, policymakers, and other key stakeholders are knowledgeable, skilled, and equipped to transform the lives of children and their families.
This book will be promoted via various NAEYC marketing efforts, including social media pages promotions (Facebook, Twitter, Instagram and Pinterest with a reach of over 200K followers); promotional emails; advertisements in Young Children, Teaching Young Children, and Exchange magazines; and NAEYC's seasonal resource catalogs. Select authors of the publication will also present a webinar on a topic covered in the book soon after its publication. Finally, the publication will be advertised and sold at various early childhood conferences and trade shows (NAEYC's Annual Conferences, NAEYC's Professional Learning Institutes, Zero to Three, etc.).
About the Author
Iliana 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.
Reviews
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 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 *
Awards
Winner of EXCEL Silver Award 2022 (United States).
Book Information
ISBN 9781938113789
Author Iliana Alans
Format Paperback
Page Count 152
Imprint National Association for the Education of Young Children
Publisher National Association for the Education of Young Children
This book will be promoted via various NAEYC marketing efforts, including social media pages promotions (Facebook, Twitter, Instagram and Pinterest with a reach of over 200K followers); promotional emails; advertisements in Young Children, Teaching Young Children, and Exchange magazines; and NAEYC's seasonal resource catalogs. Select authors of the publication will also present a webinar on a topic covered in the book soon after its publication. Finally, the publication will be advertised and sold at various early childhood conferences and trade shows (NAEYC's Annual Conferences, NAEYC's Professional Learning Institutes, Zero to Three, etc.).
About the Author
Iliana 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.
Reviews
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 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 *
Awards
Winner of EXCEL Silver Award 2022 (United States).
Book Information
ISBN 9781938113789
Author Iliana Alans
Format Paperback
Page Count 152
Imprint National Association for the Education of Young Children
Publisher National Association for the Education of Young Children
