In July 2017, 51涩涩屋app鈥檚 national governing board approved the development of a new position statement, 鈥淎dvancing Equity and Diversity in Early Childhood Education.鈥�
La junta directiva nacional de 51涩涩屋app aprob贸 en julio de 2017 el desarrollo de una nueva declaraci贸n de posici贸n, 鈥淎dvancing Equity and Diversity in Early Childhood Education鈥�.
In the spirit of our core beliefs and the continuing transformation at 51涩涩屋app, the Governing Board convened a leadership summit in July鈥斺�淟eading and Working toward Equity.鈥�
En el esp铆ritu de nuestras creencias centrales y la transformaci贸n continua en 51涩涩屋app, la Junta Directiva convoc贸 en julio una cumbre de l铆deres que se llamaba 鈥淟iderar y trabajar hacia la equidad鈥�.
As an 51涩涩屋app member and an early childhood educator, we want to share with you some ways to stay informed and continue to advocate for immigrant families and children in your communities and beyond.
Anti-Bias Education for Young Children and Ourselves, by Louise Derman-Sparks and Julie Olsen Edwards, provides practical guidance to confronting and eliminating barriers of prejudice, misinformation, and bias
Necesitamos sus comentarios en respuesta al nuevo borrador de la declaraci贸n de posici贸n: Promover la Equidad y la Diversidad en la Educaci贸n de la Primera Infancia antes del 30 de junio.
51涩涩屋app is for the active embrace of equity. We are for talking openly and honestly about diversity, and we are for changing our policies and practices to enhance our organizational commitment to being high performing and inclusive.
In a recent Hello discussion, a teacher sought advice on how to support a child with two moms around Father鈥檚 Day, and how to discuss this with his parents in a way that was respectful to all the families.
The concept of teacher as ethnographer and the four dimensions of teacher cultural capital could serve as key strategies toward improving the social and academic outcomes for children of color.
This article, along with the suggested resources, provides a starting point for teachers and families seeking to do the important work of supporting young children鈥檚 learning and understanding about race and racism.
In this article, we argue that creating engaging early math-learning opportunities is critical, especially for African American boys, and we recommend choosing materials and designing environments to optimize early math learning.
In this article, we describe the transformation of 17 kindergarten classrooms from didactic experiences for children to rigorous and developmentally appropriate student-centered learning environments.
The four authors describe and reflect on a cross-cultural and international exchange of data about inquiry-based teaching and learning between preschool-age children鈥檚 science engagement in the West Bank and in San Francisco.
Authored by
Authored by:
Isauro M. Escamilla, Buad Khales, Daniel R. Meier, Martha Melgoza
Using international picture books is a powerful vehicle for teachers who want to foster children鈥檚 development of intercultural knowledge and understanding in meaningful ways.
