Antibias Education for Young Children PDF

Never too early to learn: Antibias education for young children Important lessons about race, diversity, and equity can and should be taught to children in early childhood and preschool settings. By Jennifer Hooven, Katherine Runkle, Laurie Strouse, Misty Woods, and Erica Frankenberg In July 201...

Never too early to learn: Antibias education for young children Important lessons about race, diversity, and equity can and should be taught to children in early childhood and preschool settings. By Jennifer Hooven, Katherine Runkle, Laurie Strouse, Misty Woods, and Erica Frankenberg In July 2016, Pennsylvania State University took over direct supervision of the Child Care Center at Hort Woods, an on-campus preschool and early learning center that had been run for the previous five years by an outside provider. But the challenge for those of us who work at Hort Woods wasn’t just to adapt to new man- agement; we also had to adopt a new mission. Penn State had just begun a universitywide campaign to become a more diverse and inclusive community, and the administration expected no less from the Child Care Center. The effort to learn about and implement a race-conscious, antibias approach to early childhood educa- tion got under way in the fall when we began meeting regularly to discuss our own experiences with race and diversity. Over several weeks, we also participated in professional development activities led by Penn State’s affirmative action office. Further, we received technical assistance from experts such as Andrew JENNIFER HOOVEN, KATHERINE RUNKLE, LAURIE STROUSE, and MISTY WOODS are early childhood educators at the Child Care Center at Hort Woods, University Park, Penn. ERICA FRANKENBERG ([email protected]) is the parent of two Hort Woods children and director of the Center for Education and Civil Rights, Pennsylvania State University, University Park, Penn. V99 N5 kappanonline.org 61 Photo: iStock  Grant Thomas of EmbraceRace — a Massachusetts- the time they enter kindergarten, children tend to based nonprofit organization — who met separately display racial prejudices that are similar to those of with parents, administrators, and teachers to share the adults in their lives (Dunham, Baron, & Banaji, research findings and practical tips for educating 2008; Katz & Kofkin, 1997; Killen, Crystal, & Ruck, children about race. 2007). Taking our cue from the National Association for the Education of Young Children and other leaders In our own words in the field, we chose to adopt an antibias education Below, three of us offer firsthand accounts of our framework comprising four essential goals: experiences to date as we begin to implement a race- conscious, antibias approach in an early childhood #1. To promote the development of setting. children’s positive social identities; #2. To help children learn accurate language Jennifer: Living up to our commitments to describe human differences and We have many signs posted around our classroom, develop caring, respectful relationships but only one of them sits in a big wooden frame by with others (including those who differ our cubbies. Titled “All Children Belong Here. This in terms of race, gender identity, family Is Our Promise To You,” it ends, “We are in this to- structure, religion, socioeconomic class, gether, working for a world where every child is pro- and ability); tected and honored, exactly as they are” (excerpted #3. To recognize unfairness and understand from Derman-Sparks & Edwards, 2017). Even more that it is hurtful; and than a sign, it is a commitment, a love letter, and an inspiration for our curriculum and instruction. #4. To empower children to respond to We promise to nurture children, value them, teach situations that are unfair (Derman- them to be friends with others who are different from Sparks & Edwards, 2010). them, resist unfairness, and uproot our own biases as adults. Ingrained in this commitment from the However, we soon found that while it is one educators to the children is the work we each must thing to voice support for such principles, it is do on a personal level to examine our own thoughts, something else entirely to bring them to life in feelings, and dispositions so that we are ready and the classroom. Teaching practices are notoriously able to make good on our promises. slow to change, as are deep-seated beliefs and as- When we posted the sign, we had no idea where sumptions about race. Moreover, we found it par- the educational journey would lead, but we wanted ticularly challenging to have productive conversa- tions about these issues during fall 2016, given the racially divisive tone of the presidential campaign under way at the time. Nor did the demographic makeup of our workplace make those conversa- tions any simpler. Because of its connection to a major university — which attracts students, fac- ulty, and staff from all over the country and the world — Penn State’s enrollment is fairly diverse, including many students of color (18%) and inter- national students (15%). Hort Woods’ enrollment is even more diverse. However, nearly all of us who work there are white, and many of us grew up in the mostly white and rural part of central Penn- sylvania that surrounds the university. Finally, while discussions about race can be dif- ficult for many educators, they tend to be especially difficult for those of us who work with very young children. Children are often presumed to be “in- nocent” of racial biases, and many adults worry that by talking about race, they might inadvertently lead them to biased views. In fact, though, research sug- gests that children as young as 15 months old al- ready notice race and express racial preferences; by 62 Kappan February 2018  Discussions about race can be difficult for many educators, but they tend to be especially difficult for educators who work with very young children. children to feel and understand the promise as fully as these early ages, children need to learn that differ- possible. Over the past several months, we have wan- ences are OK and that everyone should be comfort- dered down many curriculum paths in our classroom able in their own body. Children are always looking, with children who are 3 to 5 years old. We studied listening, and taking in information from the world the colors of our skin, mixed paint to match it, and around them, so it’s important to make the classroom looked closely in the mirror to notice and draw our environment as accepting as possible, including by features. We learned about racial injustices in U.S. offering a diverse range of toys, pictures, and books. history (and those still occurring today) and talked We started our conversations in my mixed-age about what it feels like to be kept out or treated un- infant/toddler classroom about race and diversity by fairly. And we made a time line with photos of the reading Karen Beaumont’s book I Like Myself (Har- first single cell organisms, dinosaurs, prehistoric hu- court, 2010). While we were reading and discussing mans, and — almost all the way to the end of the time the book, I suggested words and phrases for the chil- line — separate drinking water fountains, illustrating dren to use, such as “I like myself” and “I’m proud just how little time has passed since segregation was I’m me,” and I asked them to name specific things legal in this country. they like about themselves. Also, I took various pic- While it has been easy for the children in my class- tures of each child, focusing on their hands, eyes, room to notice and list their differences, they are and mouths. We looked at the photos and talked still learning to recognize and appreciate their simi- about the differences they saw, like skin tones and larities. In class, we wrestle with questions such as: the shapes of kids’ mouths. Noticing the range of eye What do all people need? Does everyone have rights, colors in the pictures, one child blurted out, “Kate, and what are they? Often, we reread the sign by our our eyes are different!” I took that as an invitation cubbies, reminding ourselves why we are discussing to read aloud Todd Parr’s book It’s OK to be Different these themes. And I get the sense that the lessons (Little Brown, 2009), which led to a discussion about are beginning to sink in. Recently, for example, we how some people are blind, some use a wheelchair, welcomed a new child into the classroom. A few days some speak another language, and on and on. later, at circle time, another child shared his thoughts I grew up in a time and place where such con- about the newcomer: “Everyone is welcome here. versations were hushed, and nobody talked about If you have black skin, you are welcome here, just these kinds of differences. It took me some time like (our new friend). He has black skin, and he is to understand how important it is to give children welcome here.” I can’t say how much our curricu- the appropriate language to talk about these things. lum contributed to these heartfelt words of welcome, But I’ve become hopeful, like all the teachers here, but I do know that we are creating a safe and fair that these conversations will have a lasting impact classroom for everyone from our oldest friend to on these children and that they will learn not to be our newest friend. colorblind but, rather, to understand and use their I still have a lot to learn, too. Growing up in a small language to accept and appreciate the differences rural town in a school system with very few people they see in this diverse world. of color, I received a one-sided view of our country’s history, and I’ve had to challenge my own ways of Laurie: Talking about race with other adults thinking and interacting with people. But this effort As the supervising teacher in a mixed-age pre- to become an antibias educator has been some of school classroom, I know that every child, parent, the most essential and rewarding work I have done student, and teacher has been shaped by their own in my 17-year career. life experiences and perceives the world through the filters created by race, gender, ability, socioeco- Katherine: Giving kids the words they need nomic status, family structure, religion, and political People disagree as to whether very young children affiliation. Given how divided our society is along understand concepts like diversity. But in my work these lines, it shouldn’t have surprised me that the with infants and toddlers, I have learned that even at decision to implement antibias education practices V99 N5 kappanonline.org 63  would spark a debate, testing the cohesiveness of my 2017, when President Donald Trump signed an ex- three-person teaching team. ecutive order banning travel to the U.S. from seven My first glimpse of the struggle ahead came one Muslim-majority countries, a 4-year-old in our class afternoon in October 2016. A 4-year-old boy in dra- was left to wonder whether his grandfather’s much matic play was wearing a blazer and a pearl necklace. anticipated visit would be postponed. Preschoolers “I’m Hillary Clinton, and I’m going to be president! take the issue of fairness very seriously, and they Will you vote for me?” he asked. “I have some prob- were consumed with questions about whether the lems with my emails, but I’m going to be a good president was being fair. One child announced that president!” I delighted in seeing this young boy take she would be going to Washington, D.C., “to fight on the persona of a strong female role model, but the Donald Trump.” During a read-aloud about frogs, moment ended abruptly when another child yelled another child said, out of the blue, that “Donald out from across the room, “Lock her up!” These chil- Trump is not a good friend,” to which a classmate dren had not escaped the bitter politics of our era, I replied, “Yeah, because he isn’t fair.” In the teacher realized. Nor could their teachers agree on what to team, we continued to disagree over whether it was do in response or whether it should be their role to our role to engage the children in discussing poli- intervene when children bring political views into tics, but we eventually came to agree on a strategy: the classroom. Further, because this happened right We would explain to them that Americans can make around the time that we began to focus on issues of things fairer by coming together to talk about their race and diversity, our teachers came to associate the feelings and decide whether to change the law. theme of antibias education with political debate. The harder challenge was to guide teachers in re- Over the following months, politics continued flecting on certain beliefs and values that have been to seep into the classroom. For example, in March taught to them and reinforced throughout their lives. It can be a daunting task to figure out exactly which language will resonate with particular age groups, but it is essential to do so. 64 Kappan February 2018 Photo: Stockbyte  Voicing support for principles is one thing; bringing them to life in the classroom is entirely different. Anybody who takes an honest look at themselves will for more than a year, we’ve already learned a number have to admit that they’ve behaved in ways that are of important lessons about incorporating antibias insensitive or hurtful to members of other groups. teaching, particularly about race and diversity, into But it can be difficult to talk about these things. To a preschool setting: challenge our own assumptions about colorblind- ness, we have to raise issues and use language that #1. Try not to jump to conclusions. probably seems taboo. It’s tempting just to remain In an infant/toddler or preschool classroom, teach- silent, even though this means denying the struggle ers have to be exceptionally careful to slow down and that people of color, including many of our children avoid making snap judgments when kids talk about and families, face every day. complex topics such as race. Young children tend to For weeks, I worried that the teachers in my team be very literal, and adults often read much more into wouldn’t make it past this hurdle. Our conversations their words than they intended. At Hort Woods, for boiled over into arguments, and it looked like we’d example, a white child recently called a classmate never be able to resolve our conflicting beliefs about with dark skin a “dirty man,” which immediately politics, gender, and race. Every day, I worried that raised alarm bells among the teachers: Was this child the teachers would give up on implementing the an- repeating a racist comment heard outside of school? tibias teaching model and that resignation letters Was an intervention required? As it turned out, the would appear on my desk. I knew an action plan first child had noticed the second child touching was desperately needed that could help us to grow some eggs at the lunch table, and he was concerned professionally and rebuild trust and recreate a once- that his friend might be exposed to salmonella. supportive work environment. When adults are eager to confront racial bias, they I read dozens of articles related to antibias educa- can become too quick to see a teachable moment tion and race and, at my team’s curriculum meetings, in every remark. In this case, though, to jump on asked teachers to read the most powerful articles, the comment right away would have been a mis- think critically, and engage in deep conversations. take, needlessly signaling anxiety about the subject Sometimes we agreed, sometimes conversations of race and potentially causing the children to shy were hard to navigate, and sometimes we walked away from it. away with hurt feelings. Each time, I hoped that we would work through this and that we would be #2. Look for subtle cues and nonverbal stronger for having taken this journey together. behaviors. After weeks of debate, my team finally found a As teachers, parents, and supportive community simple answer to our dilemma, allowing us to move members, we need to make a conscious choice to forward. Antibias education, we agreed, is not tied engage in courageous conversations with young to a particular political party or value system. It is children. This requires us not just to overcome our a nonpartisan tool for supporting children’s social- own biases and discomfort but also to encourage emotional development, affirming their self-worth, kids to ask questions, let us know what’s on their addressing race and culture openly in our class- minds, and show us what’s troubling to them. Young rooms, treating all children fairly, and encouraging children often express their curiosity in subtle and them to think critically about the problems that our nonverbal ways, so one of us (Misty, our curriculum society faces. Through this lens we all see the value specialist) has been helping other staff members of the work ahead. learn how to be close observers of children’s behav- ior around issues related to race and difference. For Lessons to date example, while many older preschool children have In some respects, our implementation of an antib- the verbal skills to ask direct and probing questions, ias education model has only just begun, and we hope toddlers may simply point to someone who looks to deepen the work in all of the Child Care Center’s different than them, or reach out to touch another classrooms. However, after pursuing this approach child’s hair or skin. Each of these situations is an V99 N5 kappanonline.org 65  invitation for caring adults to scaffold children’s our practice. Because our teaching team is composed learning and help them learn to appreciate differ- of white women, our initial lens during conversations ences in others. about race and American institutions comes from a perspective of privilege. By acknowledging racism #3. Adapt to the age group. and systemic oppression, we teach children ways to Children of all ages are constantly trying to make counter them by explicitly teaching social-emotional sense of the confusing world in which they live. But skills, breaking down stereotypes, building empathy, when teaching about diversity — as with teaching and coaching activism. about every other topic — the age of the kids mat- ters a great deal. The words you choose, the concepts A concluding thought you introduce, and the depth of conversation you aim This journey can be challenging for early child- for should all be calibrated to fit the given children. hood educators, especially for many of us who were It can be a daunting task to figure out exactly which raised to be colorblind and to avoid explicit discus- language will resonate with particular age groups, sions of racial differences. Teachers are always choos- but it is essential to do so. When it comes to their ing which lines of inquiry to scaffold and extend. It understanding of race and diversity, a class of infants can be tempting to shy away from some of children’s and toddlers is in a very different place and needs more challenging questions and embarrassingly loud very different kinds of lessons and explanations from declarations. But if these are used as learning oppor- a class of 4-year-olds. Relying on a process of reflec- tunities, instead of treated as disruptions, powerful tion to think through topics and conversations one lessons about race can be shared with children of all might have with children gives us time to choose ages (Kuh et al., 2016).  K our words carefully, evaluate concepts by judging their developmental appropriateness, and translate the subject into words and concepts young children will understand. References #4. Build community. Derman-Sparks, L. & Edwards, J.O. (2010). Antibias education for young children and ourselves. Portland, ME: Stenhouse EmbraceRace talks about the importance of raising Publishers. racially literate children in community. We have fo- cused on connecting with families, and one of us Derman-Sparks, L. & Edwards, J.O. (2017, March-April). Living our (Erica) has hosted a series of brown bag discussions commitments: A pledge to all children and families. Exchange. to provide parents an opportunity to ask questions Dunham, Y., Baron, A.S., & Banaji, M.R. (2008). The about the curriculum and learn about related re- development of implicit intergroup cognition. Trends in Cognitive sources. This has also extended to a recently ad- Sciences 12 (7), 248-253. opted statement of diversity for the larger network of Penn State child care centers, which lends im- Hawley, W. (2007). Designing schools that use student diversity portant institutional support for teachers doing this to enhance learning of all students. In E. Frankenberg & G. work and communicates to current and prospective Orfield (Eds.), Lessons in integration: Realizing the promise of parents the value placed on antiracist, antibias edu- racial diversity in American schools (pp. 31-56). Charlottesville, cation. The importance of support from leadership VA: University of Virginia Press. is a critical foundation to attain the benefits of di- verse classrooms (Hawley, 2007), and it is especially Katz, P.A. & Kofkin, J.A. (1997). Race, gender, and young important now, given current societal tensions over children. In S.S. Luthar, J.A. Burack, D. Cicchetti, & J.R. Weisz issues related to race and immigration. (Eds.), Developmental psychopathology: Perspectives on adjustment, risk, and disorder (pp. 51-74). New York, NY: #5. Be patient with colleagues. Cambridge University Press. Having peers who can support each other’s profes- Killen, M., Crystal, D., & Ruck, M (2007). The social sional growth is an essential part of taking on anti- developmental benefits of intergroup contact among children bias education. Supportive coworkers help move us and adolescents. In E. Frankenberg & G. Orfield (Eds.), Lessons forward to be courageous in leading conversations in integration: Realizing the promise of racial diversity in about diversity and inclusion. Even Laurie’s difficult American schools (pp. 31-56). Charlottesville, VA: University of conversations with colleagues ultimately led toward Virginia Press. professional growth. The act of working through top- ics that are challenging, and sometimes uncomfort- Kuh, L., LeeKeenan, D., Given, H., & Beneke, M.R. (2016). able, helps us assess our biases and allows the oppor- Moving beyond antibias activities: Supporting the development tunity to dive deep into conversations that influence of antibias practices. Young Children 71 (1). 66 Kappan February 2018