whether a child’sneeds were met, the impact on their participation and subse-quent opportunities, and whether their cultural or linguisticexpression was restricted or sustained
Bringing this framing to work immediately
8 Matching Annotations
- Apr 2024
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journals.sagepub.com journals.sagepub.com
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racial information
I think these very often go together, but ARE separate - how can we think about racialized culture as a piece here? Cultural norms and values that are often racialized are frequently what can show up in an ECE classroom when children are building communication skills and values systems. If they come from Black culture but are in a predominantly white classroom - how do race and racialized culture play a role in Black children being labelled as having deficits or being "challenging?"
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innocent and not developmentally ready to learn aboutrace, dis/ability, and injustice is one example of the obscureddual influence of ableism and racism on dominant childdevelopment expectations
Oof this hit hard. I've been told so many times as an early childhood educator to keep race out of the classroom because children are not "developmentally ready" to deal with it. UGH.
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honoring all formsof human diversity as beneficial, recognizing and support-ing every child’s capacity for learning, and resultantly, pro-moting justice that counters historic and ongoing exclusion
I really see my organization reflected in this phrasing which makes me wish we could expand our impact across more ECE spaces <3
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young children of Color with dis/abili-ties may have fewer opportunities to participate in expan-sive or inquiry-based curriculum compared to white en/abled peers
This relates directly back to ECE expulsion rates for (especially) young Black boys. And how expensive expansive programs can cost - children of color with disabilities are also much more likely to be low-income and so a class analysis of this is also important when we think about increasing access. Head Start programs can be WONDERFUL resources for families - but looking at the Creative Curriculum, the level of burnout and turnover amongst staff, they are so much less able to truly be inquiry-based and emergent (not to mention the waitlists...)
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explicit troubling of deficitbeliefs about dis/ability, the othering of children
Yes - there is so much dancing around the issues, not wanting to say the words race/disability that I experience in my work and it drives me up the wall. How can we support disabled children of color when we can't even honor those experiences and communities in which they are growing up/into?
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arly childhood educators(most of whom are white women) expect Black children toexhibit “challenging behaviors”
I think about this a lot when I'm supervising white women working with young Black and brown kids. They often term the children's behavior "aggressive" or "challenging" and I have been met with a LOT of resistance when trying to support them in shifting this narrative. I'm curious if there are folks who are working on this angle specifically... (I'm sure there are)
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assimilate
And, we also see these norms and expectations in primarily non-white classrooms. i.e. I work with a majority Latinx early childhood program and these norms are enforced here because of the ways in which ECE resources and research promote white supremacist models of learning. So not only are we asking children to assimilate, we are actively stripping communities of cultural learning practices that would otherwise be present.
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