Site: naeyc.org – Home / Resources / Position Statements / Promoting Equity in Early Childhood Education Position Statement / Promoting Equity: Goals
This position statement is one of five core documents developed in collaboration with the early childhood profession. With its specific focus on promoting equity in early childhood education, this statement complements and supports other key documents that (1) define developmentally appropriate practices, (2) professional standards and competencies for early childhood educators. indicates, (3) specifies the business code . ethics, and (4) set standards for early learning programs.
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These core statements are embedded in ‘s core values, which focus on diversity and inclusion, and which respect and honor every individual. Statements build on a growing body of research and professional knowledge that explores the complex and critical ways that early childhood educators promote early learning through their relationships—with children, families, and colleagues—embedded in a broader societal context of inequality. where the hidden and manifest lights spread.
Creativity Throughout The Day
Advancing equity in early childhood education requires understanding this broader social context, these drivers, and the ways in which historical and contemporary inequities have shaped the profession as they have shaped our nation. The issues we talk about here are about race, class, culture, gender, sexual orientation, ability and disability, language, national origin, Aboriginal heritage, religion and other identities. They are the social, political, economic and educational foundations of our people. Because these inequalities are both individual and institutional, addressing structural inequalities focuses on both the interpersonal dynamics – the relationships and everyday interactions at the core of early childhood education practice – and the systemic effects – the unequal distribution of power and privilege. requires adaptation. . in public and private systems across the country, including in pre-school education.
No single person, leader or organization has the answers related to equality. This opinion is presented after an important thought and with humility and awareness of its history and limitations, in accordance with our fundamental belief in continuous improvement of quality. In this statement, we share our commitment to becoming a more diverse, high-performing and integrated organization serving a more diverse, high-performing and expanding profession. Our goal is to create a diverse and inclusive generation of young children who thrive on their experiences with equal learning opportunities in early learning programs. We commit to continuous learning – both individually and collectively – based on personal reflection on how our beliefs and actions relate to our experiences with the systems of privilege and oppression in which we operate, and based on respectful listening to the perspectives of others. . Although this statement may be useful to an international audience, we caution that it is based on preschool education in the United States. In the spirit of learning, we have included a list of definitions of terms, many of which are referenced in the document, as well as others commonly used in discussions of gender equality.
The document begins with a position statement regarding the importance of equity in early childhood education. It then provides recommendations for promoting equality, beginning with suggestions for self-reflection that apply to all. Special recommendations are also offered for early childhood educators; administrators of schools, centers, child care homes and other educational settings for young children; facilitators of teacher preparation and professional development in higher education and other fields; and public politicians. Recommendations are provided through a synthesis of current research in early childhood education through the lens of equity and core values; this discussion of evidence outlines principles of children’s development and learning and how they are influenced by the sociocultural context.
Topics: Other Issues, Equality, Anti-Bias, Cultural Strength, Diversity, Dual Language Learners, Gender, Race and Ethnicity, Social and Economic Status Questions are powerful tools, especially in the classroom. Rich, thought-provoking questions can ignite young children’s natural curiosity and illuminate a new world of possibilities and understanding. But what are the “big” questions and how do they encourage children to think deeply? With this deliberate approach—based on Bloom’s Taxonomy—teachers working with children ages 3 to 6 will discover how to meet children at their individual developmental level and stretch their thinking. Contributions from respected names in the field, this book
Intentional And Supportive: Appropriate Uses Of Early Assessments
With the guidance in this book as a cornerstone of your daily teaching practice, learn how to be more intentional in your teaching, shape children’s learning, and develop deeper understanding.
Inspiring Higher-Level Thinking in Young Children – hosted a webinar with the authors of one of the best-selling books,
. This webinar explores how asking rich, thought-provoking questions that meet children at individual developmental levels—an approach based on Bloom’s Taxonomy—expands children’s thinking in the classroom and beyond.
Big Questions in the Big Sea – In this article, Mr. Joe sets the stage for ongoing learning opportunities by creating a weekly track that focuses on the kids’ in-depth study of Todd, a certified woodpecker. (
Early Learning Program Accreditation
Talking to children! Issues Prolonging Adoption – This is the fifth and final article in this series
Hello Book Club: Members Discuss Big Questions for the Young Mind by Janis Strasser and Lisa Mufson Bresson – This thread is the second iteration of the Hello online book club. Members were invited to read and discuss the book,
Looking for more resources on higher level thinking? Visit our topic page to browse our collection of articles on the topic.
The HOT: Big Questions online module provides practical strategies that preschool teachers can use to improve higher-order thinking skills and deepen children’s learning in the classroom. Based on the book, this hour-long, self-paced online module includes a webinar session by authors Janis Strasser and Lisa Mufson Bresson, as well as real lesson scenarios and interactive knowledge checks. Sign up today to learn more about the different types of questions that engage children and how they can be used in different activities throughout the day.
Big Questions For Young Minds: Extending Children’s Thinking
HOT: The Creativity online module will engage your creativity and explore how technology can be integrated into creative classroom experiences. This 1-hour, interactive and self-contained module focuses on the inherent value in open art experiences, how technology can be incorporated into creative classroom experiences, how HOT (higher order thinking) skills can be developed through communication Facilitate teachers and more.
The HOT: Tinkering online module provides teachers with facilitation strategies to develop children’s higher-order thinking skills and develop a deeper understanding of STEM (Science, Technology, Engineering, and Mathematics) in the preschool classroom. This 1-hour module is self-paced and can be paused and resumed at any time. Come to understand the difference between making, molding and engineering as you learn proper form to make your own design challenges with preschoolers.
Topics: Child Development, Intelligence, Higher Achievement, Brain Science, Curriculum, Assessment, Classroom Management, Curriculum Development, Subject Areas, Literacy
Janis Strasser, EdD, is a teacher educator and MEd coordinator in the Early Childhood Teaching and Learning Program at William Paterson University in Wayne, New Jersey. He has worked in childhood for more than 40 years.
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Lisa Mufson Bresson, MEd, is an early childhood education consultant at Beyond Boundaries, LLC and co-author of the best-selling book
. She leads workshops and presentations at local, state, national and international conferences focusing on the relationships she builds with students – both big and small! – daily Since 2008, he has been a contributing writer
Advisory board. He is the former program director for Grow NJ Kids, New Jersey’s Quality Rating and Quality Improvement System for early childhood programs. Previously, Lisa taught in urban public preschools for over ten years.
Finally, a resource that helps teachers develop and ask questions that encourage children to think, imagine, and generate ideas! Strasser and Bresson show how to build on what children know with questions that support rather than derail their play and exploration. This gem of a book should be in every classroom.
Creating A Yes! Environment: Supporting Creativity And Exploration
Listening, asking questions and learning are key elements of good decision making. This contribution by Strasser and Bresson will help educators not wait until children are in high school before asking them high-level, thoughtful questions.
As a teacher with over 15 years of experience in early childhood education, I found this book to be practical, inclusive and culturally relevant. I highly recommend the National Association for the Education of Young Children () is a professional membership organization dedicated to promoting high-quality early learning for all young children, birth to age 8, by connecting early childhood practice, policy, and research. We promote a diverse, dynamic early childhood profession and support everyone who looks after, educates and works on behalf of young children. The association consists of nearly 60,000 individual members of the early childhood community and 52 affiliates, all of whom are committed to delivering on the promise of high-quality early learning. Together we work to achieve a collective vision: that all young children work together in a community to ensure they reach their full potential to develop and learn.
Learn about people who serve as employees or on the board of directors in their early childhood.
Become an organizational or corporate partner to encourage and support early childhood education practices at the local and national level.
Eumk Earns Naeyc Accreditation Again
Advocate Become the active, engaged and informed early learning advocate you want to be! Get involved today