Read the following story and teacher reflections from Matthew Lawrence, and use the Reflective Questions below to deepen your thinking and shape your teaching practices.
Margarita enjoys working with children and families and plans to pursue further education to enhance her efforts to help children be kindergarten ready.
Recognizing the complexity of interactions between educators and families, this article provides a set of strategies for opening up conversations and offering support when children’s gender identity or expression do not conform to their families’ expectat
In order to move beyond teaching preschool students to identify and form letters, it is essential to understand that writing encompasses multiple dimensions.
This article considers some specific areas of children’s learning commonly addressed in ELDS, with an eye toward how they do—and do not—honor cultural diversity.
Authored by
Authored by:
Jeanne L. Reid, Catherine Scott-Little, Sharon Lynn Kagan
As teachers, we need to begin by reflecting on our own spiritual experiences, biases, knowledge bases, and identities. Regardless of our beliefs, we should consider how these views could impact daily interactions.
Eliot-Pearson is defined by its diversity. Children, staff, and families are seen as sharing an inclusive community with an emphasis on actively and continually assuring that all members of the community fully participate.
Develop and embed a culture of family engagement in all aspects of your early childhood program, from curriculum planning to addressing children’s individual needs
This article is an excerpt of the second edition of Anti-Bias Education for Young Children and Ourselves, by Louise Derman-Sparks and Julie Olsen Edwards.
On the most challenging days, begin your self-reflection with Derman-Sparks’ and Edwards’ wise words: “Anti-bias work is essentially optimistic work about the future for our children.”
