Anti-bias Education Articles
We feature 104 free downloadable (PDF) articles on anti-bias early childhood education. These articles are presented in the categories of curriculum, identity development, language development, and parent/family resources. Nearly all of the articles are available in English and Spanish.
Article sections and sub-sections
Anti-bias Curriculum
Identity Development
Language Development
Parent Resources
Anti-Bias Curriculum
Classroom Environment
| Ten Ideas on Simultaneous Culture-Centric Approaches | English | Spanish |
| Ten Ideas on Simultaneous Culture-Centric Approaches provides a list of important elements for working in educational settings with African-American and Latino children ages four to seven. Ideas include reflecting cultural images, modeling resistance strategies, involving families, and developing and encouraging cross and tri-literacy. A list of references is included. | |
| Culture as Process | English | Spanish |
| Culture as Process, excerpted from the publication A Guide to Culturally Sensitive Care, is written by Carol Brunsen Phillips Day, (California Department of Education, 1995). The excerpt introduces six concepts about the deep structure of culture, in order to promote an understanding that awareness of these important concepts helps to understand culture as a process. Concepts include the ideas that culture is a set of rules for behavior, culture is learned, and culture borrows and shares rules. Provides a helpful framework for working with educators to understand the complexity of culture and ways in which the lives of individuals and groups are shaped by culture. | |
| Looking In, Looking Out | English | Spanish |
| Looking In, Looking Out: How Can Providers Prevent Inadvertently Sending Negative Messages About Home Language to Children? is a checklist of questions providers must ask themselves about the messages they send to the children in their care about home language. | |
| Book Resources List for Nurturing Children of Color | English | Spanish |
| Book Resources List for Nurturing Children of Color provides a list of books for educators striving to nurture and promote the identity of children of color. | |
| Creating a Culturally Diverse Child Care Environment | English | Spanish |
| Creating a Culturally Diverse Child Care Environment, by Patreese D. Ingram, Ed.D., provides a brief introduction describing the changing demographics of the United States, and the need for child care providers to be responsive to the diversity within their programs. A checklist is provided to critically look at how various program elements address diversity, including physical environment, holidays and celebrations with food, and assessing one’s own beliefs about diversity. A helpful starting point for child care providers. | |
| Book Resources for Nurturing White Children | English | Spanish |
| Book Resources for Nurturing White Children is a book list for educators striving to nurture and promote the healthy identity of White children. | |
| Redefining the Norm: Early Childhood Anti-Bias Strategies | English | Spanish |
| Redefining the Norm: Early Childhood Anti-Bias Strategies by Ellen Wolpert is an article that describes classroom and programmatic strategies that can be used to create and maintain an anti-racist/anti-bias environment. Some of the basic ways to help students address biases are suggested. | |
| Story Telling with Persona Dolls | English | Spanish |
| Story Telling with Persona Dolls, by Julie Rotondo Bisson, describes the development and use of persona dolls. Persona dolls are dolls that have distinctive, constant characteristics constructed by the teacher, and who play a role in the classroom as an additional “member.” Uses for persona dolls are discussed, including building connections, supporting and validating differences, managing conflict and introducing diversity. | |
| Ten Quick Ways To Analyze Children’s Books | English |
| Ten Quick Ways to Analyze Children’s Books for Sexism and Racism, from Anti-Bias Curriculum: Tools for Empowering Young Children, by Louise Derman-Sparks and the A.B.C. Task Force is a helpful tool to help teachers, families and other adults critically analyze children’s literature for sexism and racism. A great tool for workshops with teachers or parents, and a must have for every early childhood classroom. See An Updated Guide for Selecting Anti-Bias Children’s Books. | |
| We Each Have Our Own Story of Resistance | English |
| We Each Have Our Own Story of Resistance, by Sharon Cronin. The author speaks about the importance of talking with young children about their experiences with race in society, and how giving young children language to describe their experiences helps children to not internalize negative assumptions about themselves. | |
Cultural & Racial Diversity
| Supporting Healthy Identity Development – The Importance of Identity | English | Spanish |
| Supporting Healthy Identity Development, excerpted from A Place to Begin: Working With Parents on Issues of Diversity by Dora Pulido-Tobiassen and Janet Gonzalez-Mena (California Tomorrow, 1999). This excerpt points out the importance of understanding the role that the development of identity plays in children’s’ later success. Questions such as: Why is a positive sense of identity important?; How and When Do Children Develop an Identity?; and Is the Process of Forming a Racial or Cultural Identity the Same for All Children? are asked and answered for educators and families to understand. | |
| Supporting Healthy Identity Development – Children of Color | English | Spanish |
| Supporting Healthy Identity Development (excerpt from A Place to Begin with Parents on Issues of Diversity) by Dora Pulido-Tobiassen and Janet Gonzalez-Mena. This excerpt discusses the racial identity development of children of color, and how providers, families and communities can foster strong and health racial identity development in children of color. | |
| “What if All the Kids are White?” | English | Spanish |
| “What if All the Kids are White?” provides the early thinking (2002) of Louise Derman-Sparks and Patricia G. Ramsey in relation to their later publication of the same name. “What If All the Kids Are White?”: Multicultural/Anti-Bias Education with Young Children and Families (Teachers College Press, 2006). The article gives a brief history of what whiteness means and how it affects today’s society. Goals and strategies for providing multicultural/anti-bias education to all-White or predominately White educational programs are introduced and discussed. A reference list is provided. | |
| Arab Stereotypes and American Educators | English | Spanish |
| Arab Stereotypes and American Educators by Marvin Wingfield and Bushra Karaman. This article describes the many instances of negative stereotyping found in American popular media, and explains how American educators many times serve to reinforce such negative images. The authors describe the impact of negative stereotyping on Arab American children and youth, and describe approaches that can be employed by educators to counter negative stereotyping, and infuse Arab history and achievements into curriculum and instruction. | |
| Diversity in People: What Are You? | English | Spanish |
| Diversity in People: What Are You? No simple answer for bi-racial people. From Penn State University Journal on Diverse Issues, January/February 1999. This article briefly reviews the issues faced by bi-racial children and youth in developing a positive and strong self-identity. Tips are provided for educators or other professionals to support healthy bi-racial development. | |
| Diversity Issues Are Sneaky | English | Spanish |
| Diversity Issues Are Sneaky by Lisa Lee. A reflection about the ways in which cultural identification and biases are formed in children and how parents of color can work to cultivate a strong positive cultural identity in their children as well as provide them access to all of the opportunities available to those in dominant culture. Also discussed are the challenges of educating White children to grow to recognize and understand their own culture and the privilege that it provides, as well as to work with others for social justice. | |
| Legacy: For My Children | English | Spanish |
| Legacy: For My Children by Donald Edward Tillery (1989). A poem from a father to his children, reflecting on his hopes, dreams and the realities of racism and the struggle for freedom in America. | |
| Negotiating Cultural Conflicts | English | Spanish |
| Negotiating Cultural Conflicts: Building a Culturally Relevant, Anti-Bias Approach in Early Childhood Programs by Ellen Wolpert. Presented at the 2000 National Association for the Education of Young Children conference, this set of short situations present cultural conflicts that could occur in an early childhood setting, highlighting the different values and beliefs of caregivers within the setting. Each vignette is followed by guiding questions. A helpful tool for a workshop with teachers from different backgrounds. | |
| Taking a Culturally Sensitive Approach in Infant/Toddler Programs | English | Spanish |
| Taking a Culturally Sensitive Approach In Infant/Toddler Programs by Janet Gonzalez-Mena (excerpt from Young Children). This article describes four possible outcomes of conflict that arises because of cultural differences amongst families and providers. Living examples of the four outcomes are described. | |
| Anti-Bias Curriculum: Tools for Empowering Young Children | English | Spanish |
| Anti-Bias Curriculum: Tools for Empowering Young Children by Louise Derman-Sparks and the A.B.C. Task Force. Presents a brief introduction to the principles discussed in the renowned publication of the same name. Gives examples of an anti-bias approach and how it can affect children’s’ thinking and actions. | |
| Children, Race and Racism: How Race Awareness Develops | English | Spanish |
| Children, Race and Racism: How Race Awareness Develops by Louise Derman-Sparks, Carol Tanaka Higa, and Bill Sparks. This article is based on a two-part study conducted in Southern California during 1978-80. A comprehensive discussion of the ways in which children construct understandings about identity, race, language and cultural identification, throughout periods/stages of child development. | |
| Overview of the Development of Ethnic, Gender, Disability, and Class Identity and Attitudes in Children and Youth | English | Spanish |
| Overview of the Development of Ethnic, Gender, Disability, and Class Identity and Attitudes in Children and Youth. A brief description of the stages of development that children and youth move through in developing attitudes about race, class and other differences. | |
| Respecting Body Size | English | Spanish |
| Respecting Body Size by Trisha Whitney. An article that discusses size discrimination, which are biases against large children and people. Gives recommendations and strategies for including, valuing and promoting self-esteem and acceptance of large children in preschool programs. | |
| Supporting Healthy Identity Development – White Children | English | Spanish |
| Supporting Healthy Identity Development (excerpt from A Place to Begin with Parents on Issues of Diversity) by Dora Pulido-Tobiassen and Janet Gonzalez-Mena (California Tomorrow, 1999). This excerpt discusses the racial identity development of White children, and how providers, families and communities can foster strong and health racial identity development in White children. | |
| Multicultural/Anti-bias Education in All-White Programs | English | Spanish |
| Multicultural/Anti-Bias Education in All-White/Predominantly White Programs by Louise Derman-Sparks and Patricia Ramsey. A brief statement about the importance of working from an anti-bias approach with White children, talks about White identity development and the needs White children have in developing racial identity. | |
| Finding a Voice | English |
| Finding a Voice by Linda Irene Jiménez. A story of a woman’s development of her identity as a Mexican-American finding her voice in the midst of much struggle during the 1950’s and 1960’s. A powerful story of family, pride, culture, and the strong influence that school and society can have on children and youth as the develop their identity. | |
| The Challenges of Being Biracial | English | Spanish |
| The Challenges of Being Biracial by Colleen E. Almojuela (excerpt from A Climate of Harmony and Hostility: Identity Development for Indipinas (2000)). A powerful refelction of the life and development of a Pilipino and Indigenous (Indipina) woman who grew to be a leader in her community and others. | |
| Changing Awareness | English |
| Changing Awarenessby Barbara Yasui. A reflection of a Japanese American woman’s journey through a bi-cultural experience, and the struggle to integrate her own positive childhood experiences with the child development theories she learned in higher education institutions as a teacher of young children. | |
| My Fork in the Road: Where Do I Go From Here? | English | Spanish |
| My Fork in the Road: Where Do I Go From Here? by Daisy A. Talob-Lapinid. A brief reflection from a participant in the California AECY Leadership in Diversity Project. The writer speaks about the journey towards understanding and freedom. | |
| Personal Story | English | Spanish |
| Personal Story by Theressa Lenear. A reflection of experience of a woman with African and Native ancestry, a powerful description of the journey of her life in Alaska. | |
| The Power of Silence | English | Spanish |
| The Power of Silence by Marion Hironaka Cowee. A brief story highlighting one student’s courage to use her power to be silent in the midst of a classroom where social justice was not a part of the discussion. | |
| Discrimination Takes Many Forms | English | Spanish |
| Discrimination Takes Many Forms by LuAnne Veham. The writer reflects back on her childhood, where her family was discriminated against because of her father’s occupation. She remembers being ashamed of her father’s job, and looking back after her father has passed away, she reflects on his hard work and dedication to his family. | |
| Doing Anti-Bias Work With Whites: Sharing Our Ideas & Experiences | English | Spanish |
| Doing Anti-Bias Work With Whites: Sharing Our Ideas & Experiences. This document list questions and answers that were asked of trainers in addressing the issue “How do we do effective anti-bias and anti-racism work with white people?” | |
| Sharing Our Journey…Following the Call to Anti-Bias Identity | English | Spanish |
| Sharing Our Journey…Following the Call to Anti-Bias, Anti-Racism Identity by Mary Pat Martin. The author discusses bias incidents and the effect that they have on observers. As agents of anti-bias change, she recommends actions that can be taken to ensure that racist, bias remarks do not go unadreesed, but are supported with opposing messages. | |
Working with Parents
| Supporting Healthy Identity Development – The Importance of Identity | English | Spanish |
| Supporting Healthy Identity Development, excerpted from A Place to Begin: Working With Parents on Issues of Diversity by Dora Pulido-Tobiassen and Janet Gonzalez-Mena (California Tomorrow, 1999). This excerpt points out the importance of understanding the role that the development of identity plays in children’s’ later success. Questions such as: Why is a positive sense of identity important?; How and When Do Children Develop an Identity?; and Is the Process of Forming a Racial or Cultural Identity the Same for All Children? are asked and answered for educators and families to understand. | |
| Mei Mei’s Story | English | Spanish |
| Mei Mei’s Story by Wei Li Chen. A brief narrative story of a family who has a three-year-old child who speaks Chinese at home, and who receives praise from her family because of her ability to speak and understand so much at such a young age. After entering a child care setting where the teachers speak only English, Mei Mei’s family is told that there are concerns about her English language development. This story highlights the misinformation that can be a part of second language acquisition and the stress and anxiety that can result. A good handout for a workshop with teachers or families. | |
| Negotiating Cultural Conflicts | English | Spanish |
| Negotiating Cultural Conflicts: Building a Culturally Relevant, Anti-Bias Approach in Early Childhood Programs by Ellen Wolpert. Presented at the 2000 National Association for the Education of Young Children conference, this set of short situations present cultural conflicts that could occur in an early childhood setting, highlighting the different values and beliefs of caregivers within the setting. Each vignette is followed by guiding questions. A helpful tool for a workshop with teachers from different backgrounds. | |
| Taking A Culturally Sensitive Approach In Infant/Toddler Programs | English | Spanish |
| Taking a Culturally Sensitive Approach In Infant/Toddler Programs by Janet Gonzalez-Mena (excerpt from Young Children). This article describes four possible outcomes of conflict that arises because of cultural differences amongst families and providers. Living examples of the four outcomes are described. | |
| Book Resources for Identity & Language – Nurturing Adults | English | Spanish |
| Book Resources for Identity & Language – Nurturing Adults. A book list with books for adults on topics of identity and language. | |
| Linguistic Human Rights and Education | English |
| Linguistic Human Rights and Education by Alma Flor Ada. The author highlights several examples of families in which the first languge was lost through a generation. A parent’s rights to preserve home language, liguisicm, language acquisition, and a commitment to language diversity are all discussed. | |
| Anti-Bias Work With Other People of Color | English | Spanish |
| Anti-Bias Work with Other People of Color: Sharing Our Wisdom. Anti-bias trainers of color share their successes, challenges, frustrations and goals in working with other people of color on Anti-bias issues. Provides helpful insight for trainers and leaders engaging in Anti-bias work with adults. | |
| Book Resources for Nurturing Adults of Color | English | Spanish |
| Book Resources for Nurturing Adults of Color. A book list with books for adults on topics of cultural and racial identity. | |
| Book Resources for Nurturing White Adults | English | Spanish |
| Books Resources for Nurturing White Adults. A book list with books for adults on topics of anti-racism and developing racial awareness. | |
| Personal Cultural History Exercise | English | Spanish |
| Personal Cultural History Exercise by Margo Okazawa-Rey. A workshop outline with the following purposes: To have the participants recall and reflect on their earliest and most significant experiences of race, culture and difference; think about themselves as cultural beings whose lives have been influenced by various historical. social, political, economic and geographical circumstances; make connections between their own experiences and those of people different from themselves. A great tool for trainers. | |
Working with Educators
| Mei Mei’s Story | English | Spanish |
| Mei Mei’s Story by Wei Li Chen. A brief narrative story of a family who has a three-year-old child who speaks Chinese at home, and who receives praise from her family because of her ability to speak and understand so much at such a young age. After entering a child care setting where the teachers speak only English, Mei Mei’s family is told that there are concerns about her English language development. This story highlights the misinformation that can be a part of second language acquisition and the stress and anxiety that can result. A good handout for a workshop with teachers or families. | |
| Taking the Lead | English | Spanish |
| Taking the Lead by Cecelia Alvarado. Two brief excerpts from the Taking the Lead Publication: The Power of Mentoring. Taking the Lead (TTL) was a national early childhood leadership initiative. Its goal was to build the capacity of the early care and education field to improve program quality by improving access to leadership development opportunities, building infrastructure and expanding skills of new and existing leaders in the field. | |
| Book Resources for Identity & Language – Nurturing Adults | English | Spanish |
| Book Resources for Identity & Language – Nurturing Adults. A book list with books for adults on topics of identity and language. | |
| Working With Non-English-Speaking Families | English | Spanish |
| Working with Non-English-Speaking Families by Lisa Lee. This article highlights the importance of child care providers understanding the needs of families who do not speak English and being responsive to those needs. Barriers to effective communication between childcare providers and parents are discussed, and approaches for successful communication are offered. A helpful handout for a workshop with child care providers or teachers working with families who do not speak English. | |
| Anti-Bias Work with Other People of Color | English | Spanish |
| Anti-Bias Work with Other People of Color: Sharing Our Wisdom. Anti-bias trainers of color share their successes, challenges, frustrations and goals in working with other people of color on Anti-bias issues. Provides helpful insight for trainers and leaders engaging in Anti-bias work with adults. | |
| Personal Cultural History Exercise | English | Spanish |
| Personal Cultural History Exercise by Margo Okazawa-Rey. A workshop outline with the following purposes: To have the participants recall and reflect on their earliest and most significant experiences of race, culture and difference; think about themselves as cultural beings whose lives have been influenced by various historical. social, political, economic and geographical circumstances; make connections between their own experiences and those of people different from themselves. A great tool for trainers. | |
| Stopping Bias in its Tracks | English | Spanish |
| Stopping Bias In Its Tracks, an intensive course equips child care workers for a crucial mission: to teach a new generation to combat prejudice, by Laurie Olsen And Nina Mullen. A comprehensive description of a college course for educators who are being prepared to work with young children. The course background is described, as well as all of the components of the course. A great document for instructors or trainers looking to design a course in anti-bias early childhood education. | |
| White Racial Identity & Anti-Racist Education | English | Spanish |
| White Racial Identity and Anti-Racist Education: A Catalyst for Change by Sandra M. Lawrence and Beverly Daniel Tatum. The authors discuss courses that they have designed and evaluated teaching undergraduate and graduate students about racism, anti-racism, and personal response and action to bias and racism. A helpful tool for instructors or trainers looking to desgin a course or a series of workshops for teachers. | |
Identity Development
| Supporting Healthy Identity Development – The Importance of Identity | English | Spanish |
| Supporting Healthy Identity Development, excerpted from A Place to Begin: Working With Parents on Issues of Diversity by Dora Pulido-Tobiassen and Janet Gonzalez-Mena (California Tomorrow, 1999). This excerpt points out the importance of understanding the role that the development of identity plays in children’s’ later success. Questions such as: Why is a positive sense of identity important?; How and When Do Children Develop an Identity?; and Is the Process of Forming a Racial or Cultural Identity the Same for All Children? are asked and answered for educators and families to understand. | |
| Book Resources for Nurturing Children – Identity & Language | English | Spanish |
| Book Resources for Nurturing Children – Identity & Language. A book list for educators striving to nurture and promote children’s identity and home language, and second language acquisition in educational settings. | |
| Book Resources List for Nurturing Children of Color | English | Spanish |
| Book Resources List for Nurturing Children of Color provides a list of books for educators striving to nurture and promote the identity of children of color. | |
| Diversity in People: What Are You? | English | Spanish |
| Diversity in People: What Are You? No simple answer for bi-racial people. From Penn State University Journal on Diverse Issues, January/February 1999. This article briefly reviews the issues faced by bi-racial children and youth in developing a positive and strong self-identity. Tips are provided for educators or other professionals to support healthy bi-racial development. | |
| Supporting Healthy Identity Development – Children of Color | English | Spanish |
| Supporting Healthy Identity Development (excerpt from A Place to Begin with Parents on Issues of Diversity) by Dora Pulido-Tobiassen and Janet Gonzalez-Mena. This excerpt discusses the racial identity development of children of color, and how providers, families and communities can foster strong and health racial identity development in children of color. | |
| Children, Race and Racism: How Race Awareness Develops | English | Spanish |
| Children, Race and Racism: How Race Awareness Develops by Louise Derman-Sparks, Carol Tanaka Higa, and Bill Sparks. This article is based on a two-part study conducted in Southern California during 1978-80. A comprehensive discussion of the ways in which children construct understandings about identity, race, language and cultural identification, throughout periods/stages of child development. | |
| Overview of the Development of Ethnic, Gender, Disability, and Class Identity and Attitude in Children and Youth | English | Spanish |
| Overview of the Development of Ethnic, Gender, Disability, and Class Identity and Attitudes in Children and Youth. A brief description of the stages of development that children and youth move through in developing attitudes about race, class and other differences. | |
| Supporting Healthy Identity Development – White Children | English | Spanish |
| Supporting Healthy Identity Development (excerpt from A Place to Begin with Parents on Issues of Diversity) by Dora Pulido-Tobiassen and Janet Gonzalez-Mena (California Tomorrow, 1999). This excerpt discusses the racial identity development of White children, and how providers, families and communities can foster strong and health racial identity development in White children. | |
| Finding a Voice | English |
| Finding a Voice by Linda Irene Jiménez. A story of a woman’s development of her identity as a Mexican-American finding her voice in the midst of much struggle during the 1950’s and 1960’s. A powerful story of family, pride, culture, and the strong influence that school and society can have on children and youth as the develop their identity. | |
| The Challenges of Being Biracial | English | Spanish |
| The Challenges of Being Biracial by Colleen E. Almojuela (excerpt from A Climate of Harmony and Hostility: Identity Development for Indipinas (2000)). A powerful refelction of the life and development of a Pilipino and Indigenous (Indipina) woman who grew to be a leader in her community and others. | |
| Weaving the Pieces Together | English |
| Weaving the Pieces Together by Annette Unten. The author tells a story about her racial and cultural identity development, and the long struggle towards self-awareness that she experienced. | |
Language Development
First-Language Acquisition
| Research and Policy Implications from the Services Provided to English Learners and Native English Speakers | English | Spanish |
| Research/Policy Implications for the Services Provided to English Learners and Native English Speakers by David Ramirez. Brief list of guiding principles. | |
| Linguistic Human Rights and Education | English |
| Linguistic Human Rights and Education by Alma Flor Ada. The author highlights several examples of families in which the first languge was lost through a generation. A parent’s rights to preserve home language, liguisicm, language acquisition, and a commitment to language diversity are all discussed. | |
Bilingual Development
| Bilingual Education: Talking Points | English | Spanish |
| Bilingual Education: Talking Points by J. David Ramirez. A detailed list of talking points citing research on bilingual education, clarification of definitions relating to bilingual education, and factual, research-based responses to assertions/arguments against bilingual education. | |
| Book Resources for Nurturing Children – Identity & Language | English | Spanish |
| Book Resources for Nurturing Children – Identity & Language. A book list for educators striving to nurture and promote children’s identity and home language, and second language acquisition in educational settings. | |
| Fostering Bilingual Development | English | Spanish |
| By. Gonzalez-Mena. A listing of twelve brief suggestions given to support children’s bilingual language development. This helpful resource could be used as a handout for families or for educators who have minimal background on bilingual language development. | |
| Research about How to Facilitate Second Language Learning | English | Spanish |
| Research About How to Facilitate Second Language Learning by David Ramirez. A brief summary of the major finding from research regarding second language learning. This summary provides a framework for designing successful learning opportunities for English Learners. | |
| Research and Policy Implications from the Services Provided to English Learners and Native English Speakers | English | Spanish |
| Research/Policy Implications for the Services Provided to English Learners and Native English Speakers by David Ramirez. Brief list of guiding principles. | |
| Why Are Language Issues Important? | English | Spanish |
| Why Are Languages Issues Important? From Looking In, Looking Out: Principles of Quality Care in a Diverse Society. This chapter, from California Tomorrow, seeks to explain how bilingualism can be fostered, and why it is a critical component of quality care, both for English Learners and Native English Speakers. Reviews the different perspectives on instruction of English Learners and points out common values amongst all many viewpoints. Gives helpful tips for providers to help facilitate language development and foster bilingualism. | |
| The World We Have To Gain with Bilingualism & Biculturalism | English | Spanish |
| The World We Have to Gain with Bilingualism and Biculturalism. This article offers six compelling reasons why children in the United States should be educated to be bilingugal, and laments the fact that the society seems to be moving away from this important goal. | |
Parent Resources
Diversity
| Diversity in People: What Are You? | English | Spanish |
| Diversity in People: What Are You? No simple answer for bi-racial people. From Penn State University Journal on Diverse Issues, January/February 1999. This article briefly reviews the issues faced by bi-racial children and youth in developing a positive and strong self-identity. Tips are provided for educators or other professionals to support healthy bi-racial development. | |
| Legacy: For My Children | English | Spanish |
| Legacy: For My Children by Donald Edward Tillery (1989). A poem from a father to his children, reflecting on his hopes, dreams and the realities of racism and the struggle for freedom in America. | |
| Supporting Healthy Identity Development – Children of Color | English | Spanish |
| Supporting Healthy Identity Development (excerpt from A Place to Begin with Parents on Issues of Diversity) by Dora Pulido-Tobiassen and Janet Gonzalez-Mena. This excerpt discusses the racial identity development of children of color, and how providers, families and communities can foster strong and health racial identity development in children of color. | |
| Ten Quick Ways to Analyze Children’s Books for Sexism and Racism | English |
| Ten Quick Ways to Analyze Children’s Books for Sexism and Racism, from Anti-Bias Curriculum: Tools for Empowering Young Children, by Louise Derman-Sparks and the A.B.C. Task Force is a helpful tool to help teachers, families and other adults critically analyze children’s literature for sexism and racism. A great tool for workshops with teachers or parents, and a must have for every early childhood classroom. | |
| Book Resources for Nurturing Adults of Color | English | Spanish |
| Book Resources for Nurturing Adults of Color. A book list with books for adults on topics of cultural and racial identity. | |
Language Development
| How to Maintain Your Home Language | English | Spanish |
| How to Maintain Your Home Language by Dora Pulido-Tobiassen and Janet Gonzalez-Mena. A handout for parents detailing ways to work with children, teachers, and other families to ensure that children maintain their home language. | |
| Mei Mei’s Story | English | Spanish |
| Mei Mei’s Story by Wei Li Chen. A brief narrative story of a family who has a three-year-old child who speaks Chinese at home, and who receives praise from her family because of her ability to speak and understand so much at such a young age. After entering a child care setting where the teachers speak only English, Mei Mei’s family is told that there are concerns about her English language development. This story highlights the misinformation that can be a part of second language acquisition and the stress and anxiety that can result. A good handout for a workshop with teachers or families. | |
| Book Resources for Identity & Language – Nurturing Adults | English | Spanish |
| Book Resources for Identity & Language – Nurturing Adults. A book list with books for adults on topics of identity and language. | |
| Linguistic Human Rights and Education | English |
| Linguistic Human Rights and Education by Alma Flor Ada. The author highlights several examples of families in which the first languge was lost through a generation. A parent’s rights to preserve home language, liguisicm, language acquisition, and a commitment to language diversity are all discussed. | |
Choosing a Child Care Program
| What Kinds of Information do Parents Need for Choosing Child Care in a Diverse Society? | English | Spanish |
| What Kinds of Information do Parents Need for Choosing Child Care in a Diverse Society? by Hedy Nai-Lin Chang, Amy Muckelroy, and Dora Pulido-Tobiassen. This article discusses the ways in which parents choose care settings for their young children, and notes the absence of critical attention to a programs’ approach to race, language and culture in most parent decision-making. The article suggests what parents need to know about the program in order to make an informed choice about program approaches to race, language and culture, and suggests ways for parents to pursue related information. | |
