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Complaints Against NAEYC's Developmentally Appropriate Practice Book
Complaints Against NAEYC's Developmentally Appropriate Practice Book
9781938113963_epub
Unknown
Position Statement
Highlight (pink) - Location 1805
Unlike previous editions, this revision purposefully does not use the term “best
practice.” Rather, quality practices informed by evidence, research, and professional
judgement are referred to as guidelines for early childhood educators’ professional
practice and are directly aligned to the Professional Standards and Competencies for
Early Childhood Educators. This reframing reflects the concern that, especially when
applied to specific practices, ‘best’ has often been used in the United States to reflect
the dominant culture’s assumptions. The dominant culture within the U.S. has
historically and generally speaking been that of white, middle-class, heterosexual,
Protestant people
teaching decisions, educators can reflect on the ways in which they themselves have
experienced privilege and/or oppression. They can reflect on how they have absorbed
messages of bias and consciously confront and strive to change them. They can
carefully consider how their intentional teaching decisions affirm and support each
child and family through a strengths-based approach. They can actively work to
counter the stereotypes and attitudes children absorb and construct from exposure to
societal biases. Joining with others, educators can also work to change the larger
systemic forces that perpetuate systems of White privilege.
educator. White educators especially must guard against implicit biases that may lead
them to render the experiences and perspectives of children of color irrelevant and
limit those children’s opportunities to initiate and exercise autonomy in learning
experiences.
education system. We know the role that systemic racism plays in these inequities,
and the urgent need for consistent, effective anti-bias and culturally relevant teaching.
Highlight (pink) - Chapter 2: The Principles in Practice: Understanding Child
Development and Learning in Context > Location 2669
Early childhood educators have always voiced a conviction that every child matters,
regardless of race, ethnicity, gender, culture, religion, or creed. Unfortunately, the
United States is built on systemic and structural racism that has permeated every
institution and system through policies and practices that position people of color in
oppressive, repressive, and menial positions. The early
To many people, including this teacher, the phrase “you guys” is an easygoing way to
address a group of people. To others, it is a symbol of exclusion—a word originally
referring to males that now is frequently used to refer to people who don’t consider
themselves “guys.” This example highlights the importance of educators being aware
of, and countering, their own unconscious and larger societal biases that may
undermine a child’s positive development and well-being. Here, Ms. Joy responded in
a thoughtful way when her bias was pointed out, resulting in deeper learning both for
herself and the children.
Early childhood programs also serve and welcome families that represent many
compositions. Children from all families (e.g., single parent, grandparent-led, foster,
LGBTQIA+) need to hear and see messages that promote equality, dignity, and worth.
Providing support and encouragement for personal expression and nongendered
play—that is, honoring children’s ideas and choices with respect to gender roles and
play—also teaches children acceptance and communicates their value within the
classroom community. Gender-inclusive early childhood spaces allow children to
“easily move between roles or materials commonly regarded as male or female
without any gendered expectations or barriers” (Kroeger, Recker, & Gunn 2019, 83).
Teachers can remove stereotypical labels and play expectations, introduce role models
who have forged nontraditional paths, and actively monitor and counter biased
assumptions, comments, messages, and practices.
Highlight (pink) - Chapter 3: Context Matters: Reframing Teaching in Early
Childhood Education > Location 3819
There is no mincing words: To deny the economic, political, social, and cultural
structures, actions, and beliefs that have systemized an unequal distribution of
privilege, resources, safety, and power in favor of the White
dominant culture is to reject the significance of contexts and confirm the view that
children of color, their families, and communities are dysfunctional, deviant, and in
need of “saving” and/or surveillance
children. Unlike White children, children of color exist within a precarious position:
[They] must learn to manage multiple developmental tasks: both the ordinary tasks of
life course development, as well as tasks that involve managing sources of stress
rooted in particular forms of institutional stigmatization due to assumptions regarding
race, poverty, language variation, gender, and disability.
Glossary
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