In this essay, I share how my perceptions of my students鈥� capabilities鈥攁nd my own鈥攚ere deeply influenced by my identity as a White, gay, cis male from a rural college town.
Here, I share my experiences with culturally responsive teaching and inclusive practices, how aspects of my identity have influenced my work with children and other educators to honor, include, and celebrate our identities.
To empower our children to embrace their own identities and the diversity around them, we need to first engage in identity-affirming, self-reflective practices ourselves.
Feelings of being an imposter, along with the delicately woven systems of oppression that exist in schools, often stop educators from sharing their true identities.
The authors in this collection examine their own identities by looking at their histories; reflecting on how their identities that arise from group memberships influence their teaching.
Authored by
Authored by:
Barbara Henderson, Isauro M. Escamilla, Megina Baker, Amanda Branscombe, Maleka Donaldson, Debra Murphy, Andrew J. Stremmel
In this article, I present some key findings about how infants build the foundations of social connection through eye gaze and facial emotion processing.
Scholar Amanda LaTasha Armstrong discusses ways that educators can ensure the children and families in their settings see themselves represented in technology and media.
Thanks to their knowledge of child development and developmentally appropriate practice, it is possible for educators of the very young to select and use technology that enhances learning, creativity, and interactions with others.
Without a doubt, the legacy of Fred Rogers is an exemplary part of the heritage of the early childhood field, especially in the areas of child development, social and emotional domains, and the thoughtful creation and integration of technology听and media.
