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brent spears teaching in a classroom
Article
Young Children
March 1, 2024

Member Spotlight: Brent Spears

Meet Brent Spears of Mashantucket Pequot Tribal Nation Child Development Center in Mashantucket, Connecticut.
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a teacher talking with students
Article
Young Children
March 1, 2024

Toward An Equity-Centered Approach to Early Childhood Social Studies

In this article, we follow Ms. Mena’s kindergartners’ lead to imagine an approach to early childhood social studies that makes space and time for inquiry into compelling social studies questions.

Authored by

Authored by: 
Anna Falkner, Noreen Naseem Rodríguez
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Two children reading a book.
Article
Teaching Young Children
January 2, 2024

Building a Diverse and Inclusive Library for Preschool Settings

Because books are a gateway for children to learn more about themselves and others, it's important to create class libraries that celebrate differences and promote inclusivity.

Authored by

Authored by: 
Suzanne Metcalf, Rebecca Chrystal, Michelle Siosan Hyman
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A child and teacher mixing brown paint together to match skin tones.
Article

An Innocent Question Packed with Opportunity

Author Maria Beteta describes how an innocent question became an opportunity to explore powerful concepts such as identity, culture, self-perception, differences, and similarities that connect us all.

Authored by

Authored by: 
Maria Jose Beteta
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Isabel Calderon reading a book to students
Article

Embracing Disability Identity: Representation in Literature as a Tool Towards Inclusivity

In this article, we share how reading experiences served as jumping off points for exploring how disability representation in children’s literature can be incorporated as an essential component of teacher preparation and children’s literacy learning. 

Authored by

Authored by: 
Maria Mavrides Calderon, Isabel Mavrides-Calderon
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a teacher making crafts with a child
Article

Introduction: Using Identity Narratives to Inform ECE Practice

The authors in this collection examine their own identities by looking at their histories; reflecting on how their identities that arise from group memberships influence their teaching.

Authored by

Authored by: 
Barbara Henderson, Isauro M. Escamilla, Megina Baker, Amanda Branscombe, Maleka Donaldson, Debra Murphy, Andrew J. Stremmel
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