Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Introduction
1. 1: Theories That Help Us Understand Families
2. 1: Looking at Diversity, Equity, and Inclusion
3. 1.1: Diversity
4. 1.2: Equity
5. 1.3: Inclusion
6. 1.4: Summary
7. 2: The Importance of Culture
8. 2.1: Introduction
9. 2.2: The Role of Culture in Development
10. 2.3: Myths About Culture
11. 2.4: Responsiveness to Culture and Language Supports Children’s Learning
12. 2.5: Summary
13. 3: The Development of Identity in Children
14. 3.1: Introduction
15. 3.2: How Children Develop Identity
16. 3.3: Culture and Self-Identity
17. 4: Teachers’ Professional Identity and Becoming Equity Minded
18. 4.1: Introduction
19. 4.2: Development of Teachers’ Identity
20. 4.3: Summary
21. 5: Developmentally, Culturally, and Linguistically Appropriate Classroom Environments, Materials, and Approaches
22. 5.1: Introduction
23. 5.2: Developmentally Appropriate Practices
24. 5.3: Curriculum in Multicultural Classrooms
25. 5.4: Approaches to the Environment and Culturally Responsiveness
26. 5.5: The Role of Diversity in Early Childhood Programs across the Globe
27. 5.6: Suggestions for Your Program and Classrooms
28. 5.7: Summary
29. 6: Using Anti-Bias Curriculum
30. 6.1: Introduction
31. 6.2: Goals
32. 6.3: The Role of the Early Childhood Educator
33. 6.4: Practices to Promote a Multicultural Classroom
34. 6.5: Going One Step Further with an Anti-bias Classroom
35. 6.6: Issues of Social Justice in the Early Childhood Classroom
36. 6.7: Summary
37. 7: Effectively Negotiating and Resolving Conflict Related to Issues of Diversity
38. 7.1: Differences and Conflict
39. 7.2: Preventing Conflict
40. 7.3: Navigating Cultural Differences
41. 7.4: Dealing with Differences
42. 7.5: Summary
43. 8: Race, Ethnicity, and Language
44. 8.1: Introduction
45. 8.2: Culture, Race, and Ethnicity
46. 8.3: Immigrant and Refugee Populations
47. 8.4: Dual Language Learners
48. 8.5: Summary
49. 9: Diverse Family Structures
50. 9.1: Introduction
51. 9.2: Summary
52. 10: Socioeconomic Status of Families
53. 10.1: Introduction
54. 10.2: Summary
55. 11: Families of Children with Special Needs or Special Health Care Needs
56. 11.1: Introduction
57. 11.2: What Programs Can Do To Be Inclusive of All Children
58. 11.3: Summary
59. 12: Gender in Young Children
60. 12.1: Introduction
61. 12.2: How Children Learn about Gender
62. 12.3: Gender as a Social Justice Issue
63. 12.4: Summary
64. 13: Religion in Families
65. 13.1: Introduction to Religion in Families
66. 13.2: What Programs Can Do to Support Children with Religious Differences
67. 13.3: Summary
68. 13.4: Section Summary
69. 14: The Relationship Between One’s Experience and the Development of Personal Bias
70. 14.1: How Biases Are Formed
71. 14.2: The Beginning of Bias
72. 14.3: Summary
73. 15: The Influences of Stereotypes, Prejudice, and Discrimination
74. 15.1: Introduction
75. 15.2: Thoughts Become Behaviors
76. 15.3: Hate is Learned and Can Be "Unlearned"
77. 15.4: Rights of the Child
78. 15.5: What Children See and Hear in Child Care Settings
79. 15.6: Socialization in Two Cultures
80. 15.7: Summary
81. 16: The History and Influence of Systemic, Internalized Privilege and Oppression
82. 16.1: Introduction
83. 16.2: Privilege as Practice Framework
84. 16.3: The Journey Towards Equity
85. 16.4: Practices for Engaging Difference, Privilege, and Power
86. 16.5: The Culturally Responsive Lens
87. 16.6: Creating a Paradigm Shift
88. 16.7: Summary
Appendix
9.1: Introduction
9.2: Summary
Previous/next navigation
CHD 216 Early Childhood Programs, Schools, and Social Change Course Materials Copyright © by Remixed by NOVA Online is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.