education

—NAEYC, Advancing Equity in Early Childhood Education” (position statement) Since the publication of Anti-Bias Curriculum: Tools for Empowering Young Children (Derman-Sparks & the A.B.C. Task Force 1989) and the subsequent first edition of Anti-Bias Education for Young Children and Ourselves (Derman- Sparks & Edwards 2010), early childhood teachers across the United States and internationally have […]

Learning About Fairness: Culture, Language, and Economic Class Program Transcript [MUSIC] NARRATOR: Early childhood educators, Leslie Cheung and Eric Hoffman, emphasize creating environments that respect and acknowledge diversity, and truly honor families, in order to help children develop the understanding needed to internalize respect, and interact with fairness and equity. LESLIE CHEUNG: So one of

Working with Children and Families who are Immigrants Review media segment in which three early childhood  professionals discuss their thoughts and experiences in working with  children and their families who are immigrants. Which comments and  insights from the media segment resonated with you the most? Bring to mind the course text reading and the ideas

Addressing Biased Behavior about Culture, Language, and Economic Class Consider analyzing specific ways in which to respond to and intervene with young  children when they exhibit prejudice, misconceptions, fear, and/or  rejection of differences with respect to culture, language, and economic  class. You will develop an action plan that sets up opportunities for  children to learn

Evaluating Impacts on Professional Practice Consider the following prompts: Think about what you learned about classism, racism, gender stereotyping and  sexism, and other”-isms” prevalent in our society. Consider the ways in  which these “–isms” influence people’s well being. Now, imagine that you are an early childhood professional who is  experiencing one or more of the

Effects of Oral Language Assessment Description Oral language forms the foundation of reading comprehension and affects our understanding of the symbol systems that are used for reading and writing. Teachers have opportunities to promote reading and writing through various activities that involve oral language such as group activities that engage students in conversations about what

APPLYING TRAUMA-INFORMED PRINCIPLES TO SOCIAL WORK PRACTICE By recognizing the possible existence of a trau- matic history, we can make it a priority to establish physically and psychologically safe therapeutic en- vironments. Early trauma (especially familial abuse) often breeds a sense of wariness and a mistrust of caregivers and authority figures. A salient need for

The next sections describe the components of TIC. At the micro level, social workers can begin to engage in TIC by treating everyone with kindness and respect, and listening with curiosity and compassion. At the systems or macro level, implementation of TIC requires a paradigm shift within the organizational culture of an agency. It is

TRAUMA-INFORMED PRINCIPLES TIC differs from trauma resolution therapy, although trauma work may be a treatment goal for many clients. Trauma-focused cognitive–behavioral inter- ventions help clients to discuss painful memories and reduce anxiety to a more tolerable level, and to increase their ability to modulate emotion and behavior (Cohen,Mannarino, Kliethermes, &Murray, 2012). Rather than focusing on

DEVELOPMENTAL TRAUMA AND ITS EFFECTS The largest study of the scope of adverse childhood experiences (ACEs) surveyed over 17,000 adult patients of the Kaiser Permanente Health System and found that 64 percent of them reported at least one type of childhood maltreatment or household dysfunction, and nearly 13 percent reported four or more (CDC, 2013).