Exploring Roles in the ECE Community: Local and State Levels EDUC 6990 Week 2

Exploring Roles in the ECE Community: Local and State Levels

I decided to organize this blog by adding the links to the organizations and the job postings below each one to help locate each one with ease. I began my search with an organization I hope becomes a part of my community of practice then added local schools who focus on the whole child and with an organization that I feel embodies working toward social justice and positive change. I also included each organization’s mission policy, what they strive to accomplish, and employment requirements.

Prescott College

Mission and Philosophy

It is the mission of Prescott College “to educate students of diverse ages and backgrounds to understand, thrive in, and enhance our world community and environment” (Prescott College, 2019).

Prescott College looks at critical thinking as “An organic process, moving almost seamlessly between teachers and students, focused on questions and problems that matter deeply to both. Prescott students learn critical thinking and research and how to apply them to real-life problems and their own passions by living them and testing them out in real time” (Prescott College, 2019).

https://www.prescott.edu/explore/history-values-vision/index.php

Interdisciplinary Associate Faculty Positions

Part of the requirements for this position that intrigued me was to “help students build the academic knowledge, practical abilities, and positive dispositions to collaborate with diverse communities for just and sustainable solutions to international and global realities such as Climate change, and cultural power relations, educational access, quality and transformation with changing demographics, as well as creative expression and communication in the modern age” (Prescott College, 2019)

Another thing I discovered while searching their job postings is that “Prescott College is a member of the Consortium for Innovative Environments in Learning (http://www.cielearn.org ) and the Ecoleague (http://www.ecoleague.org )” (Prescott College, 2019). Membership with these two organizations means that Prescott College is student-centered with experiential learning techniques (CIEL, n.d.) and concerned with sustainability and to provide students with “opportunities to prepare to live and work in a global and interconnected world” (Ecoleague, n.d.).

The posting did not give me exact educational or experience requirements. They look for individuals who are experienced in their field to help students learn a wide variety of disciplines to apply in real-world situations.

https://www.prescott.edu/jobs/index.php?action=viewSummary&jobID=299

On the Arizona Workforce Registry, I searched for area jobs that would be of interest to me. I discovered that the registry uses Indeed.com to search for jobs so I posted the links to the jobs directly rather than the link to the Arizona Workforce Registry.

Prescott Valley Charter School (PVS)

On the Indeed posting it stated that Prescott Valley Charter School is a Title 1 school working towards overcoming poverty through educating children in small class-size settings and treating children as individuals rather than numbers (Indeed, 2019). I went to the Prescott Valley Charter School website to see what more I could discover about their school. Part of their mission is “to prepare students to become contributing members of an increasingly global society, by exposing students to relevant 21st-century issues, problem-solving and critical thinking across the rigorous curriculum” (PVS, 2018). 

https://www.pvschool.com/

Early Childhood Educators

$35,000 - $45,000 a year

https://www.indeed.com/viewjob?jk=0022cbb4ff551b33&qd=uwKqZpsDtem1u9-SGtacBo5xesAIR6axUzJo1RzFkwe221OUs6subPgf_8gwbKhSoDDLv9AKbM04RHuKofPCx8C1MhQZ-E7vnyzGpd0hGnXxpsH-kIwjaXXttAW7MF6TtPWjeiMODVfD1F8lSNG3KB6nojn63AzuMLy1372sZMY&chnl=azearlychildhood&atk=1d63pofmg0l1i000&jsa=7711&inchal=apiresults&utm_source=publisher&utm_medium=organic_listings&utm_campaign=affiliate

The Indeed.com posting stated a bachelor’s degree in education as a requirement but did not mention needing a teaching certificate/license but the school website application stated they did require one. A fingerprint clearance card was a requirement on both sites. This is a point of interest and discussion within the state of Arizona with their relaxed rules in teacher certification and licensure within charter and private schools.

Acorn Montessori School

Prescott Valley, AZ

Acorn Montessori School’s mission is “children first, always” (Acorn Montessori School, n.d.) Their preschool and pre-k program “encourages and focuses on learning through play” (Acorn Montessori School, n.d.). Their website did not have actual job postings. They did have information about their school and the benefits of working there.

http://acornmontessori.com/free-charter-school-k-8/

http://acornmontessori.com/preschool/

Elementary Teacher

$38,500 - $44,000 a year

https://www.indeed.com/viewjob?jk=7fcc897f5bbbcae6&from=recjobs&vjtk=1d63q2hiqb05v800

The posting states that a bachelor’s degree is required with either a teaching certificate or highly qualified teaching endorsement or the ability to obtain certification. They also had a nice benefits package to include paid time off, insurance, and retirement program.

International Rescue Committee (IRC)

The International Rescue Committee is an organization created by Albert Einstein and works towards “better aid” for displaced refugees and humanitarian crises (IRC, 2019). They have offices all over the country and world.

https://www.rescue.org/topic/better-aid

IRC’s mission is to help people who have experienced conflicts to learn how to overcome barriers and with focuses in education, displacement, economic wellbeing, health, safety, empowerment, and stand with women and girls (IRC, 2019).

https://www.rescue.org/what-we-do

On the IRC website, I searched for education jobs in Phoenix, Arizona and found two openings that would be challenging and rewarding. I would classify these two jobs as dream jobs or future goals.

https://www.rescue.org/careers

Education and Learning Manager

https://rescue.csod.com/ats/careersite/JobDetails.aspx?site=1&id=3754

This position requires at least an undergraduate degree in Education, social work, or related field but they prefer a graduate degree. They also prefer three to five years of experience in non-profit work, professional and supervisory work as well as knowledge and experience with K-12 education in Arizona (IRC, 2019).

Senior Youth Program Coordinator

https://rescue.csod.com/ats/careersite/JobDetails.aspx?site=1&id=3733

This position also requires a degree but also prefers the applicant to have an M.A., M.S., or M. Ed or higher. They also want 1-2 years of experience with non-profit work or equivalent and working with multicultural or vulnerable youth. Part of the job requirements includes collaborating with children, parents, and local schools to help all involved to develop a positive partnership. Duties also include advocating and supporting refugee youth (IRC, 2019).

References

Acorn Montessori School. (n.d.) Mission statement preschool/pre-k. Retrieved from: http://acornmontessori.com/preschool/

Acorn Montessori School. (n.d.). Mission statement K-8. Retrieved from: http://acornmontessori.com/free-charter-school-k-8/

Indeed (2019). Early childhood job postings. Retrieved from: https://www.indeed.com

International Rescue Committee (IRC). (2019). Retrieved from: https://www.rescue.org/united-states/phoenix-az

Prescott College. (2019). Mission and philosophy. Retrieved from: https://www.prescott.edu/explore/history-values-vision/index.php

Prescott Valley Charter School. (2018). Mission statement. Retrieved from: https://www.pvschool.com/

Impacts on Early Emotional Development Week 8 EDUC 6358

Impacts on Early Emotional Development:

My Greatest Hope

My greatest hope for that future as an early childhood professional for the children and families with whom I work and will work is for all to see the strength in our diversity. In order to see the strength in our diversity, I will do my best to teach, demonstrate, and emulate compassion, respect, and empathy for all I come in contact with. I want them to see that despite our differences, we also have similarities (Derman-Sparks & Edwards, 2010). I want them to see that despite conflicts and differences we all can seek the common ground of respect. We all want to be treated fairly and respectfully.

Thank you to all of my colleagues. I appreciate all of your input throughout our coursework. I have learned so much from all of you. I also want to thank you all for allowing us to see into your lives and experiences. Sharing our life experiences helped me to not only see and appreciate our diversity but to also appreciate another person’s perspective. It’s through our understanding of others that help us to see the importance of our anti-bias work. I would not have grown into the anti-bias educator I am today without your stories, input, and guidance. I wish all of you the very best in your future endeavors. Julie Olsen Edwards said, “You need a community both of around you at home and online so that you have people to keep you growing as an anti-bias educator” (Laureate Education, 2011). That is what all of you are for me and I cannot thank you enough for the connections we have made with each other.

References

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, D.C.: National Association for the Education of Young Children (NAEYC).

Laureate Education, Inc. (2011). Strategies for working with diverse children: Your commitment to anti-bias work. Baltimore, MD: Author

Impacts on Early Emotional Development Week 7 EDUC 6358

Impacts on Early Emotional Development

UNICEF Eritrea

I chose to research East Africa on the UNICEF website. I chose the country of Eritrea because I was born there when it was still a part of Ethiopia. They became their own country in 1991 after decades of war. I decided to focus on education and the barriers to education. Along with UNICEF, Eritrea’s government has been working on an education plan to increase the number of children in school, especially girls. Children in Eritrea face many hardships such as being orphans due to losing both parents from the struggles of war and disease or only have one parent for the same reasons. Other children are not in school because they are working to help their families or of marrying age (for girls) between the ages of 11 to 13 (UNICEF Eritrea, 2012). Health concerns such as malaria, HIV/Aids, food security, and malnutrition are other hardships children in Eritrea may face (UNICEF Eritrea, 2012). Children from the nomadic regions of the country are also hard to reach to receive an education and many will walk one to two hours to get to school. Although it isn’t part of UNICEF’s policy to help with infrastructure (building schools), the Eritrean government persuaded UNICEF to help build schools and repair damaged schools and saw a “28% increase in net school enrollment from 1993/1994 to 42% by 2000/2001” (UNICEF Eritrea, 2012). The other notable thing I read was with the help from UNICEF Eritrea (2012) they worked to place orphaned children with other family members and by the end of 2010, “fewer than 500 children were either in orphanages or community-based living nationwide” (UNICEF Eritrea, 2012). In 2006, there were approximately 105,000 orphaned children (UNICEF Eritrea, 2012).

It is extraordinary to hear how hard they have worked to become a more sustainable country and have also worked to be more holistic by recognizing children need an education, family, and better health care. They have also worked to change cultural norms such as children working or marrying early rather than getting an education. Lack of education, family trauma, war trauma, malnutrition, poverty, and lack of health care are all factors that affect emotional development negatively. All of the things I listed lead to toxic stress and affects social-emotional development and brain development (Center on the Developing Child, n.d.). By working to locate homes for the orphaned children, they were able to diffuse most of the toxic stress in their lives assuming they went to homes with supportive families/relationships. I am somewhat relieved that UNICEF has been there to help them recover and build but I am left wondering how well it is still going since the information is from 2012 and later. They’re still a relatively young country so I hope they keep building and working towards a brighter future. Looking at the obstacles that these children have had in their lives and all of the factors that were implemented to improve their lives shows me the importance of effective early childhood and early intervention. Another thing that it brings to mind is resiliency. Even when children are exposed to toxic stressors, if they have loving relationships and early interventions, they are able to repair the damage and will become stronger than they were before (Center on the Developing Child, n.d.).

References

Center on the Developing Child. (n.d.). Toxic Stress. Retrieved from: https://developingchild.harvard.edu/science/key-concepts/toxic-stress/

UNICEF Eritrea. (2012). D’Hnet H’Tsanat: For the welfare of children UNICEF in Eritrea: Two decades of collaboration. UNICEF Eritrea: Publisher. Retrieved from: https://www.unicef.org/eritrea/ECO_resources_20years.pdf

The Sexualization of Early Childhood Week 6 EDUC 6358

 The Sexualization of Early Childhood

While reading the book excerpt, So sexy so soon (Levin & Kilbourne, 2009), there were many things that I found alarming even though I am aware that the various types of media use sex to sell products to even the youngest of consumers. Even with the realization that companies use sex to sell their products, it was still shocking to read the examples of how it has affected our children and how young it occurs. “Children growing up today are bombarded from a very early age with graphic messages about sex and sexiness in the media and popular culture” (Levin & Kilbourne, 2009, p. 2).

I have observed sexualization of early childhood in my own personal and professional experiences. I have raised four girls and now have three young adults and one still living at home. I have witnessed the progression of sexualization and how it has affected my own children. My oldest child is now 23 and went through the Bratz doll stage. She also liked Britney Spears. Luckily, we had open communication and often had talks, mostly about how body-conscious she was compared to her friends. Because she felt safe to talk to me, I was able to guide and support her through the confusing world she lived in. Fast forward to my youngest and I can see a huge difference especially in how much younger she was exposed to sexual messages. We contributed some of this due to having three older sisters and we would have family talks about what they were allowed to do and say in front of our youngest. I feel having the early experiences with our older girls and seeing what I have seen in my professional life has helped me to raise our children to see sex and violence so prevalent in popular culture. In my professional life, I have seen girls as young as 4 have their hair highlighted and wearing clothes that are not age appropriate. I did not witness boys expressing any negative views but I did witness other girls idolizing or looking up to the girls who had highlighted hair and “sexy” clothes.

“Gender roles modeled for children have become increasingly polarized and rigid” (Levin & Kilbourne, 2009, p. 2). Like the example above where the two girls dressed and accessorized their hair as a teenager or adult might do, girls learn that the way they look and dress equals to success (Levin & Kilbourne, 2009). Boys learn to judge girls based on this ideal and become insensitive (Levin & Kilbourne, 2009). The messages they receive about their gender roles and the sexualization related to these roles deeply affects later relationships, attitudes, and identity (Levin & Kilbourne, 2009). Without proper nurturance and guidance, children grow up lacking “healthy attitudes about themselves and their bodies, and to have caring relationships in which sex is an important part” (Levin & Kilbourne, 2009, p. 4). After reading this, I can remember examples from my youngest daughter that she tells me about friends at school being sexually active or wanting that type of attention from boys. These kids are around 11 to 12 years old. I am happy that she talks to us about what she hears so we can help her understand what she hears and why it is unhealthy. We also let her know that we are saddened to hear what her friends are going through. It is really difficult to tell her what to do or to tell her that it is unhealthy for her to maintain close relationships with friends who exhibit sexual behaviors. We also tell her how important it is to report things that seem unsafe or abusive to school officials.

Another thing I have noticed in my professional life is how young children seem to become attracted to others by saying things like “he/she is cute” and “I like him/her”, or wanting to kiss another child. I have never looked at this as harmless and have done what I can to curtail such behavior by letting children know that these things are not appropriate for them to say and do. After reading So sexy so soon (Levin & Kilbourne, 2009), I have a deeper understanding that they are repeating what they hear from popular culture, advertisements, television, and movies.

 Curious about what more I could do besides having honest conversations with my own children, making my classroom environment safe, and having honest conversations with families in my program, I looked on the So sexy so soon website for more ideas. While the suggestions are for parents, I feel some of them could apply to teachers in early childhood programs. What I found to be most important is to go beyond saying no because it can be harsh, does not tell them why it is wrong and can cause harm through shaming them (So Sexy So Soon, 2010). Their tips to help parents and teachers to work together include, “Build parent-teacher relationships based on mutual respect and collaboration, share concerns with each other when problems come up in the classroom with individual children or a larger group, work to create a school-wide community that makes dealing with the sexualization of childhood a community-wide affair, and to ask your children’s teachers and school to keep parents informed about issues that come up in school related to the sexualized culture and what is being done about them” (So Sexy So Soon, 2010).

My views about the effects of sexualization presented in media and popular culture have broadened because while I did understand that the issues I raised in the blog are troublesome, I did not fully understand the complexity and severity of such issues. I also have a better understanding of how to deal with issues that arise in an early childhood setting. Just like any other issue in the classroom, we cannot brush them off because we are unsure of how to deal with it in the classroom or how to handle later conversations with the families. We need to be able to provide our families with resources on this topic just like we do with many other topics.

References

Levin, D. E., & Kilbourne, J. (2009). [Introduction]. So sexy so soon: The new sexualized childhood and what parents can do to protect their kids (pp. 1-8). New York: Ballantine Books. Retrieved from: http://dianeelevin.com/sosexysosoon/introduction.pdf

So Sexy So Soon (2010) Proactive Parenting Tips for Counteracting the Sexualization of Children and Teenagers. Retrieved from: http://sosexysosoon.com/tips.html

Evaluating Impacts on Professional Practice

Evaluating Impacts on Professional Practice

As an early childhood professional, I need to consider any “isms” that may impact my personal life because they can affect my work with young children and their families.  In preparing for this blog, I reflected on the many “isms” that surround both my personal and professional life such as sexism, classism, ableism, and ageism. These “isms” along with the other “isms” such as heterosexism, racism and religion-ism, make maneuvering through society harm-free quite difficult due to the “biases that are built into the system” (Derman-Sparks & Edwards, 2010, p. 3) that provide either advantages or disadvantages depending on where you fit in. The dominant culture in the U.S. that is mostly depicted in the classroom, as well as public policy/laws, is “middle-class, White, suburban, able-bodied, English-speaking, nuclear family” (Derman-Sparks & Edwards, 2010, p.3).

When I assessed myself based on the “My Social Identities Portrait” (Derman-Sparks & Edwards, p. 31), I discovered that I identified with half of the groups that experience discrimination and institutional prejudice. The one “ism” from my social identities that I am most passionate and conflicted about is ableism. Ableism classifies a person with any form of disability-physical, mental, emotional stability; learning; behavior controls as being less advantaged than able-bodied, healthy individuals (Derman-Sparks & Edwards, 2010, p. 31). I am passionate about this “ism” because I am labeled/classified as a disabled veteran and because of my work with people with varying abilities. Because I do not appear to have a physical disability, some people feel comfortable stating their negative, biased views about people with disabilities in front of me which further drives my compassion as well as my feelings of conflict. I am conflicted for two reasons: I did not always openly identify as a disabled veteran or openly admit I have a slight physical limitation and the gap between inclusion and placement of children with varying abilities in the education setting.

My passion and conflict around the fair treatment and inclusion of all children, especially children of varying abilities, directly impact my work with young children and their families. While I fully believe in the inclusion of all children and their families in my classroom, I feel conflicted in my capacity to help them and what is expected through policy. While I am willing to and do accept all children in the classroom, policy directs me to assess the child, inform the parents, and possibly have the child placed in a special needs classroom and that is where the conflict arises. How can I teach inclusion, acceptance, and social justice when the institutional bias/policy outweighs these concepts? My solution is to keep these children in my classroom as long as possible, to openly and compassionately communicate with families about their children, and to work together on a plan to ensure the success of all children in the classroom. As cited in Ballard (2007) “research strongly suggests that being part of ordinary classrooms and schools results in disabled children showing more academic and social learning and more integration into school and community contexts than disabled children placed in segregated special education classrooms and schools” (Crawford & Porter, 2004; MacArthur, Kelly, Higgins, Phillips, McDonald, Morton & Jackman, 2005; UNESCO, 2005). I hope to see policy change to reflect the findings of this research so others like me who feel the conflict of addressing ableism in the classroom can work towards the social justice of all children we so desire.

References

Ballard, K. (2007). Education and imagination: Strategies for social justice. The Herbison Lecture presented to the National Conference of the New Zealand Association for Research in Education, University of Canterbury, 4-7 December 2007. Retrieved from: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.511.3922&rep=rep1&type=pdf

     Derman- Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and                 ourselves. Washington, DC: National Association for the Education of Young                         Children(NAEYC).

Observing Communication Week 3 EDUC 6358

Observing Communication

I decided to observe my daughter’s jiu-jitsu class to see if I could identify mindful communication between the coach and the children in her class. I was not disappointed. Coaching jiu-jitsu is much like teaching in a school/childcare classroom because both are trying to teach and show children skills that involve critical thinking, physical activity, and social-emotional growth. Her coach has demonstrated that he loves teaching jiu-jitsu to children not only for the physical benefits but for the cognitive benefits as well. During the class that I observed with effective, mindful communication as the viewpoint, I was able to witness how extraordinary he is in teaching children. The children in the class are at varying levels due to age, size, ability, belt level, and time/experience. The coach was working a skill through drilling the same skill over and over until all the children felt comfortable with it. He walks around and gives tips and helps as the children take turns with their partners. For as big as he is, he has a very calming voice and never yells. One particular child was born without a hand and only has a few small finger-like digits so some of the grips required in jiu-jitsu can be difficult. Noticing that the child is trying to figure out how to make the best of it, he walked over, got down on the floor, and showed the child another way to make the skill he was teaching work better based on her ability. He could have ignored the issue or let the child pass on not learning that skill. Instead, he understood her other strengths and adapted the skill to her needs and strengths. Watching this interaction between a 6’3”, 225 lb. man and a tiny but fierce girl not only gives me warm fuzzies but it also gives me hope. Their coach not only shows empathy and compassion but he also teaches them those same attributes to carry outside of the gym.

Watching this interaction between the coach and the child reminded me of Stepehnson (2009) saying we should step back, listen, and observe children problem solve. Their coach is always observing and waiting to see if the children can solve their own problems before stepping in or voicing points of trouble. When he saw the girl had issues, he did not immediately jump in. After waiting a short time, he did go over to work with her. He listened to what she was saying then asked her to show him again and what exactly she did not like. Then they tried different things together which allowed the child to problem solve with guidance rather than the coach fixing the problem for her which reminded me that when we step back and not overpower them, children will often find creative ways to solve problems (Stephenson, 2009). This interaction also showed the same qualities as effective teacher talk such as encouragement, positive feedback, responding to the child’s needs, acknowledging the child’s knowledge, and affirming her self-worth (Rainer & Durden, 2010).

This interaction between the coach and the child made her feel like she was just as able as anyone else in the class and increased her feelings of self-worth. It also helps her relationships with the other children in the class because they see the coach does not treat her more gently than he does with any other child. In class, they are equals which would give her the confidence and ability to demand that same type of fairness outside of class.

Watching this interaction reminded me of my own communication style because I also like to speak in a soft, friendly tone to convey my compassion and understanding. We both also like to relate to children by relaying back to the child what we hear. I think this not only helps in understanding the issue but also aids in allowing the child to problem solve.

One thing I would like to improve on is slowing down. Sometimes I feel hyper-focused on one issue or one child having an issue rather than how it affects the whole classroom. I realize problems affect the whole class but instead of feeling the urgency of it, I want to slow it down, take a step back, and look at it from the perspective of all the children.

References

Rainer Dangei, J., & Durden, T. R. (2010). The nature of teacher talk during small group activities. YC: Young Children, 65(1), 74-81.

Stephenson, A. (2009). Conversations with a 2-Year-Old. YC: Young Children, 64(2), 90-95.

Creating Affirming Environments EDUC 6358 Week 2

Creating Affirming Environments

If I were to open my own Family Child Care Home, I would want to make sure to include many things to ensure all children and their families feel welcome and respected. The classroom/childcare environment is vital to the way children and their families learn and feel and should be built upon mutual respect. The diversity of each family should be represented in the classroom. Teachers should spend time at the beginning of each year to learn about the children and their families so that the classroom or child care environment equally represents this diversity (Derman-Sparks & Olsen Edwards, 2010).

At the beginning of the year, I would have an intake meeting to get to know each family. Before the intake, each family would receive an email asking that each family bring in a family picture to display in the common area or classroom of the child care home. If they were unable to attend the intake, I would be sure to ask them for a picture at our initial meeting or on the first day of attendance for their child. I feel that family pictures not only connect the child to their family, but it also helps the other children to see the similarities and differences between families (Laureate Education, 2011). The child care setting would also be full of pictures depicting cultures from all over the world because children also need to see and appreciate the diversity that they do not experience in their community (Derman-Sparks & Olsen Edwards, 2010).   

Other than the diverse pictures, I would also have dolls, toys, and books that also represented the diversity in and out of my child care setting. Children should be able to see themselves represented throughout the environment as well as being able to explore other cultures and backgrounds (Derman-Sparks & Olsen Edwards, 2010). Having all of these things that represent both the different cultures in and out of the classroom will give the children the dialogue they will need to speak up for injustices that they may see in the future (Derman-Sparks & Olsen Edwards, 2010).

Much like Adriana Castillo in this week’s media segment, I would also include an area for children and families to go if they need extra time to join the rest of the children (Laureate Education, 2011). I would have an area for children and their families to sit and read. This area would also include information about my child care policies and references to outside resources (Laureate Education, 2011). I would also have a “quiet area” for children to go when they are not ready to participate. This area would include a lot of comfy pillows to relax on and a picture chart depicting several different emotions that they may be feeling at the time. Being able to see their emotions in a picture will help them to identify how they are feeling so they can explain this feeling to the caregiver.

Overall, I would hope that my Family Child Care Home feels welcoming to all that walk through the door. Adriana Castillo said that “her best hope is that they can grow up with love, with respect” (Laureate Education, 2011). Her hope summed up my feelings as well. I would want children in my care to feel love, respect, as well as safe and supported.

Lastly I would post the anti-bias commitment pledge (Derman-Sparks & Edwards, 2018) in the front area where the families bring in their children to my Family Child Care Home. Not only does it show my commitment to children and their families, but it would also serve as my own reminder of the importance of anti-bias education. 

References

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, D.C.: National Association for the Education of Young Children (NAEYC).
Derman-Sparks, L. & Olsen Edwards, J. (2017). Living our commitments: A pledge to all children and families. Exchange, 39(234), 32-35. Retrieved from the Walden Library databases. 

Laureate Education, Inc. (2011). Strategies for working with diverse children: Welcome to an anti-bias learning community. Baltimore, MD: Author