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This website has an easy-to-use, comprehensive directory of numerous social service organizations that work to better the lives of families who need assistance.

Links to resources to help with utilities, childcare, food pantries, and government assistance programs are just a few of the hundreds of organizations, businesses, and websites that are there to help our community families.

www.cap4kids/rockford

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Thank you for your interest in The Children's Advocacy Project of Rockford, IL and its mission and contents. Within this site you will find a user-friendly, comprehensive listing of many social service agencies that exist to improve the lives of families that need our help the most.

Please become familiar with the Parent Handouts. They are the backbone of this project. They are broken down by category and within each handout, you will find a description of the social service agency and their contact information. You may also find a link to the agency's web site that you can access and learn more about that agency. You can easily print any parent handout by clicking on the handout, and choosing print from your web browser. Your selected parent handout will be sent to your printer in a custom printer friendly format.

For providers, download these parent handouts, and give them to the families that you have identified that are in need of a particular service. After you distribute the handout, document which handout you gave so that you can get feedback at the next encounter. Suggested ways to use the Parent Handouts are located in the document below.

For families, please use the information provided by the parent handouts, and email us with any problems or sucesses.

On our website, you will also find links to other agencies that also have comprehensive advocacy information for families. Please spread the word within your organization by making use of the attached CAP4Kids Rockford Powerpoint Presentation (View Powerpoint Presentation), including the attached CAP4Kids Rockford Article in your Newsletter (View Newsletter Article), or distributing the attached CAP4Kids Rockford Panel Card Advertisements (View Panel Card Advertisements, available in both English and Spanish).

There are also various Resources, Laws and Definitions that pertain to families, sample advocacy letters as well as a downloadable CAP poster.

If you have suggestions or updates please contact Ella Nelson at cap4kidsrockford@gmail.com

Please use the CAP4Kids.org website frequently, and let us know how we can make this resource as useful as possible.

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Thank you for your interest in The Children's Advocacy Project of Rockford, IL and its mission and contents. Within this site you will find a user-friendly, comprehensive listing of many social service agencies that exist to improve the lives of families that need our help the most.

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This multi-award-winning book describes a boy's feelings and experience while going to the barbershop for a haircut. This book has beautiful illustrations and it shows how looking good can make you feel good, and many positive things will happen when you feel good.

Title: Crown: An Ode to the Fresh Cut

Author: Derrick Barnes

Illustrator: Gordon C. James

Publisher: Denene Miltner Books, Agate Publishing

Publishing Date: October 10, 2017

ISBN: 978-1-57284-224-3

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Crown: An Ode to the Fresh Cut (Denene Millner Books)

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Crown: An Ode to the Fresh Cut (Denene Millner Books) [Barnes, Derrick, James, Gordon C.] on Amazon.com. *FREE* shipping on qualifying offers. Crown: An Ode to the Fresh Cut (Denene Millner Books)

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Caleb McLaughlin reads the book "Crown: An Ode to the Fresh Cut" and displays the beautiful illustrations. Caleb reads the book while sitting in a wheelchair, which children in wheelchairs can relate to.

Title: Crown: An Ode to the Fresh Cut

Author: Derrick Barnes

Illustrator: Gordon C. James

Publisher: Denene Miltner Books, Agate Publishing

Publishing Date: October 10, 2017

ISBN: 978-1-57284-224-3

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Caleb McLaughlin Reads "Crown: An Ode to the Fresh Cut" | Bookmarks | Netflix Jr

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This picture book tells the story of Lotty Raccoon who gets bullied by Grant Grizzley. Lotty and her friends work together to form the Bully Blockers Club, where everyone is welcome!

This story offers a springboard to the discussion of bullies with young children.

The story's main characters are animals, making it even more engaging for children.

Title: The Bully Blockers Club

Author: Teresa Bateman

Illustrator: Jackie Urbanovic

Publisher: Albert Whitman & Co.

Publishing Date: January 1, 2004

ISBN: 9780807509180

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PreSchool-Grade 3-On the first day of school, Lotty Raccoon encounters Grant Grizzly, the class bully, who taunts and teases her at every turn. Ignoring him does not work, nor do several other tactics she tries. Finally, she comes up with a solution: a Bully Blockers Club. She recruits other students who have been bullied by Grant. Whenever the little grizzly begins intimidating someone, a club member calls out, "Hey, what are you doing?" Thus they attract the attention of adults and other students to his behavior. After a class discussion on bullying, the teacher and students come up with rules that will help everyone feel safe and welcome. Although this story is purposeful, it is told with humor and drama. The illustrations are colorful and engaging, and the last page contains a discussion on bullying for adults. Rather than having a didactic approach, this is a kid-friendly tale that teachers might use as a springboard for discussion. -Elaine Lesh Morgan, Multnomah County Library, Portland, OR
Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved.

By Teresa Bateman, Jackie Urbanovic

ALBERT WHITMAN & Company

Copyright © 2004 Teresa Bateman
All rights reserved.
ISBN: 978-0-8075-0918-0

On Monday, Lotty waved to her mother and skipped to school. She had a new backpack, new shoes, and a new teacher. It was going to be a great year.

But when she sat down at her new desk, someone behind her said, "Yick! What's that smell?"

"What smell?" Lotty asked.

"I'm Grant Grizzly and I say there's a smell, and it's coming from around you."

Lotty peered inside her desk and sniffed. Grant Grizzly looked at her, held his nose, and laughed.

Lotty shrank down in her seat. "Maybe I do smell," she thought. Her stomach hurt. Her smile slipped.

When Lotty got home, she told her little brother, Jerome, and big sister, Lily, what had happened.

"Should I tell Mrs. Kallberg?" Lotty asked. "I don't want to be a tattletale."

"All Grant did was say something," Jerome pointed out. "If he does it again, give him a karate chop!"

"No karate chops," Lily said, frowning. "And it's not tattling to let the teacher know there's a problem. Still, why don't you try ignoring him first? Maybe he'll leave you alone."

Lotty decided to try Lily's idea.

On Tuesday, she ignored Grant. She ignored the hand that swiped her eraser. She ignored the foot that kicked the back of her chair all morning. She ignored the nasty whispers.

Grant never did anything while the teacher was looking, but he didn't leave Lotty alone. If anything, he got worse.

"She's so stupid she doesn't even know when some- one's talking to her," he told his friends in the hall. Then he yelled, "HEY, STUPID!" right in Lotty's face.

Lotty's stomach hurt. Her eyes prickled. She skipped morning recess and went to the nurse's office, but when the nurse asked what was wrong, Lotty couldn't say anything.

Later she told Lily and Jerome what had happened. "Smack him in the nose!" Jerome insisted. "No nose-smacking!" Lily said. "I think you should tell the teacher."

Lotty shook her head. "What if she thinks I'm a tattletale?" Lily sighed. "Well then, why don't you try to be hisfriend? Sometimes kids act that way because they don't have friends."

"Or you could make a joke out of it," Jerome suggested.

Lotty decided to give their ideas a try.

On Wednesday, while Mrs. Kallberg was talking to a parent in the hall, Lotty smiled at Grant. She asked if he liked baseball. She offered to lend him a pencil when he didn't have one.

(Continues...) Excerpted from The Bully Blockers Club by Teresa Bateman, Jackie Urbanovic . Copyright © 2004 Teresa Bateman. Excerpted by permission of ALBERT WHITMAN & Company.
All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
Excerpts are provided by Dial-A-Book Inc. solely for the personal use of visitors to this web site.

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When Lottie Raccoon is bothered by a bully at school named Grant Grizzly, she helps start a club called the Bully Blockers Club, where everyone is welcome.

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This beautiful story is about two young children who are pen pals. One lives in America, the other in India.

This book emphasizes that even though people may be from different cultures, many things are still the same.

Title: Same, Same but Different

Author: Jenny Sue Kostecki-Shaw

Publisher: Henry Holt and Co.

Publishing Date: September 13, 2011

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Same, Same But Different [Kostecki-Shaw, Jenny Sue, Kostecki-Shaw, Jenny Sue] on Amazon.com. *FREE* shipping on qualifying offers. Same, Same But Different

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Five Tips for Engaging Multilingual Children in Conversation (Article)

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Five Tips for Engaging Multilingual Children in Conversation (Article)

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Five Tips for Engaging Multilingual Children in Conversation | NAEYC

Empathetic interactions with multilingual children are essential in helping them develop a sense of belonging, as well as a valued and knowledgeable member of their communities.

This article provides ways for educators to interact with multilingual children in English.

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Having conversations with children who are learning English in addition to their home languages-referred to in this article as multilingual children -is an essential skill for early childhood educators. Such engagement has implications for multilingual children's developing identities as valued and knowledgeable members of their communities as well as for their language learning. Discussions between educators and children have been shown to facilitate language learning by providing children with models for use of language and responsive communication and by offering teachers frequent opportunities to check for comprehension (e.g., Mashburn et al. 2008; Ruston & Schwanenflugel 2010; Chapman de Sousa 2017). Conversations also contextualize topics, making topics relevant to multilingual children and potentially motivating them to practice using their new language just beyond their independent level-a practice that facilitates language development (Swain 2005).

Instructional conversations, which are small group discussions among children and teachers that focus on a learning goal (Tharp & Entz 2003), promote the language development of multilingual children (Institute of Educational Sciences 2006; Portes et al. 2017). Yet, to be effective, these conversations must engage multilingual children as active participants. Unfortunately, research indicates that in preschool classrooms serving culturally and linguistically diverse learners, interactions between educators and children are often in the form of giving and receiving directions, with limited opportunities for children to practice producing multiword sentences (Justice et al. 2008). Multilingual students who attended public schools in the United States have reported feeling "tongue-tied" and "silenced" (Santa Ana 2004). Early childhood educators can address these concerns by using pedagogy that facilitates and values all children's contributions and voices.

As an instructional coach, I have often been asked for tips on encouraging multilingual children to join classroom conversations. In this article, I offer five strategies that take into account the unique aspects of learning an additional language and capitalize on the social and interactive nature of early childhood classrooms: use children's home languages as a resource; pair conversations with joint activities; coparticipate in activities; use small groups; and respond to children's contributions.

The research behind these tips is grounded in the work of the Center for Research on Education, Diversity, and Excellence (CREDE). Instructional conversations are a central aspect of the CREDE pedagogy, which has been shown to promote diverse learners' academic achievement (Tharp 1982; Hilberg, Tharp, & DeGeest 2000; Doherty et al. 2003; Portes et al. 2017). This model emphasizes building relationships, and it supports teachers in helping children develop their complex thinking (Yamauchi et al. 2012) as well as their language and literacy skills (Saunders & Goldenberg 2007; Chapman de Sousa 2017).

The CREDE Hawaiʻi project partnered with the University of Hawaiʻi at Mānoa Children's Center, a culturally and linguistically diverse preschool on O'ahu. Administrators and teachers at the center helped refine the CREDE model for teaching in early childhood (for a full description, see Yamauchi, Im, & Schonleber 2012). The center serves an international community whose members speak over 30 distinct languages. While the primary language of instruction is English, the educators encourage inclusion of Hawaiian and the children's various home languages. The following engagement ideas include examples from observing and interviewing educators who have developed expertise in engaging diverse and multilingual children.

1. Use children's home languages as a resource

Even if you do not speak the home languages of children in your program, you can still include their languages in conversations. Get help from family members by inviting them to come teach you and the class important words; also ask them for recommendations on literature and songs written and recorded in their languages. Additionally, remember that it is always possible to respond to children's communications, regardless of whether or not you speak the same language. You can do so with body language and other ways to communicate, such as using pictures and objects. Responding to children's multilingual contributions sends the message that diversity is valued in your classroom. It shows multilingual children that they have important ideas and questions to contribute, and that all forms of communication are of value.

Responding to children's multilingual contributions sends the message that diversity is valued in your classroom.

To emphasize how deeply connected multilingual children's forms of communication are, scholars have introduced the idea of translanguaging- using children's full language abilities to encourage learning (García & Wei 2014). This is a conscious effort to alter the widespread concept of multilingualism as fluency in separate languages and instead emphasize that multilingual people have "one linguistic repertoire" (García & Wei 2014, 2). For early childhood educators, this concept may help reinforce the importance of encouraging children to communicate using their complete linguistic repertoires, including multimodal communication such as gesturing and drawing.

If you or other educators at your center speak additional languages, use those as another resource for creating a classroom ecology that celebrates diverse contributions. During my classroom observations in the center, I saw several examples of teachers capitalizing on their own and children's multilingualism during instructional conversations. The children consistently responded with increased engagement.

During one observation, Kisho, a 4-year-old boy who had recently moved with his family from Japan to Hawaiʻi, was painting using mashed-up berries with his teacher, Ms. Rheta, and 4-year-old Cody. Speaking Japanese, Kisho asked things like, "What is in here?," while pointing at the berry dye, and "Can you eat it?" Ms. Rheta, who understood Japanese, answered his questions in English and Japanese while also gesturing, pointing, and showing pictures on her camera. Later, Cody said, "Don't eat" and repeated the Japanese word for "can't eat" that Kisho had used.

This example shows how inclusive practices can benefit multilingual children and their peers: multilingual children have expanded opportunities to engage in learning, and peers discover there are numerous ways of describing the world. As was the case with Cody, peers are often are excited to hear and learn new words. The translanguaging during their conversation created opportunities for conceptual and linguistic development for both children-but they were particularly important for Kisho. Kisho could ask questions in his home language and engage with the nature and art concepts long before he became proficient in English. His engagement increased, and he heard new vocabulary being used in a meaningful way. Ms. Kristi, another educator at the center, said that translanguaging "helps children be part of the group, and it helps them feel knowledgeable . . . so they can share a piece of themselves and the others can learn from them. It brings up their esteem."

2. Pair conversations with joint activities

There are several reasons why joint activities in small groups promote conversation: a shared activity gives participants a common subject to talk about; the tools or props related to the activity can aid in communication; and educators can tailor the activity and, based on the interests of the children participating, guide the conversation, thereby increasing the children's motivation and the likelihood that they will share their ideas. Such learning, paired with activities, is a central component of the CREDE framework for instruction (Tharp & Entz 2003; Yamauchi, Im, & Schonleber 2012).

Ms. Alyson and children having a conversation as they make
bread pudding together.

The educators I observed consistently used relevant and meaningful objects-such as paintbrushes, puppets, spoons, and pictures-when they invited multilingual children to join activities. While pointing to or holding up an object, teachers often coupled an invitation with a question. During the activity, the children could see the topic of conversation and could contribute nonverbally by pointing to or moving the object (instead of trying to rely solely on words). This supported the children's participation and conceptual development, and their motivation to communicate and complete the task. Because there were multiple members in the group working together, communication was required to accomplish the goals of the activity.

A child pours ingredients to
make bread pudding with his
classmates.

Examples of activities I observed included jointly painting fabric, preparing food and cooking, and acting out pictures from a multilingual text. These types of conversations with activities supported by relevant objects have been shown to facilitate children's comprehension and engagement (Hamilton 2014; DiGiacomo & Gutiérrez 2016).

Relationships with family members are fundamental to the Children's Center's philosophy. Educators welcome family members to join classroom activities. The small group format lends itself to having family volunteers in class, sharing their expertise and aspects of their linguistic and cultural backgrounds. For example, during a multilingual book reading activity I observed, Ms. Kristi asked a child whose family was from Argentina how to say crab in Spanish. The child paused to remember, and Ms. Kristi suggested, pointing, "Ask your mom. She is right there." The child looked to her mom, who said, " Cangrejo," and the child repeated cangrejo, smiling and adding, "I have that music," referring to a song they listened to at home.

3. Coparticipate in activities

The educators participated in activities with the children for an extended period of time (15 minutes or longer). Coparticipating enabled the teachers to provide ongoing and responsive assistance as compared with briefly visiting groups while rotating around the classroom or engaging children in a whole group setting. Joining the activities increases opportunities for educators and children to provide feedback to one another, which is essential to the learning process (DiGiacomo & Gutiérrez 2016). Educators can listen to, assess, and assist children's developing conceptual and linguistic understandings. For example, I observed Ms. WenDee working with a small group of 2-year-olds to make pretzels. A multilingual child in the group confused the words for flour and sugar. In response, Ms. WenDee paused the mixing activity to have the children taste both ingredients and discuss the substances' similarities and differences.

Children's responses when teachers paint, draw, or cook along with them can be surprising. Coparticipating in activities with children naturally leads to modeling. It encourages more participation and helps teachers ask more open-ended and contextualized questions than when overseeing from the sidelines or just dropping in to ask questions. Multilingual children tend to watch their teachers and peers for nonverbal cues about what they are supposed to be doing and saying.

Coparticipating in activities with children encourages more participation and helps teachers ask more open-ended and contextualized questions.

When teachers and multilingual children coconstruct a product, they often also coconstruct a conversation. Such interaction constitutes "language learning in progress" (Swain 2013, 6). Collaborating on a joint product requires the contributors to discuss the steps using all of their language resources to negotiate meaning and arrive at mutual understanding. For example, a reoccurring joint activity at the Center is removing worm castings (to be used later in a classroom garden) from a composting bin. The activity requires separating the worms from the castings and then replacing the worms in the bin with fresh newspaper. I observed Mr. Raymond collaborate on this task with three 4-year-old children. Mr. Raymond started the activity by putting on plastic gloves and laying out newspaper. As he worked, three children came to observe him, and he invited them to help. They put on plastic gloves and listened attentively as Mr. Raymond described how to handle the worms gently and put them back in the bin with moist paper. While the children worked, they asked questions about the worms' habitat, the moistness of the paper, and how to care for living things. By being a part of the action instead of just observing from the sidelines, educators can serve as a bridge to the activity for multilingual children and promote their interaction with other children.

4. Use small groups

Encourage other children to join in activities, but limit group sizes to no more than six. Small group settings help make an activity more conversational, relieving some of the performance pressure children may feel when in a whole group setting or one-on-one with an educator. Also, peer modeling and support can promote multilingual children's language development and engagement (Ohta 2000). In the painting interaction described previously, Cody provided conceptual assistance to Kisho by making statements like, "That's how you dye colors." Small groups encourage multilingual children to take risks, such as verbalizing more often and asking questions, as was the case with Kisho while painting with Cody and Ms. Rheta. Language is learned through use, so children need ample opportunities to practice speaking and negotiating meaning (Gibbons 2015). Kisho was motivated to ask questions and to talk about the berries the dye was made from because he was curious and wanted to know if they were edible. He was comfortable verbalizing in this setting, and the group size allowed Ms. Rheta time to hear and respond to his questions. Multilingual children are likely to watch how you interact with others, and your responsiveness can help them feel valued.

Consider the seating arrangement when designing small group activities. Experiment with different arrangements and notice how the children respond. Some may contribute more to the conversation when they are right next to you. Other children may prefer direct eye contact from you to cue them to contribute, so having them across from you may promote their participation. Things like culture, family norms, personal preferences, and gender can influence how children engage in conversation. This is a great time to be a teacher-researcher and notice ways you can adjust the seating to encourage multilingual children's engagement.

At the center, the children are free to join and leave small group activities as they wish; however, the teachers will invite some children to join groups based on the teachers' learning goals. For example, it may be advantageous to have multiple children in the group who speak the same home language so they can support one another's conceptual understanding through use of their familiar language. At other times, it may be helpful to include peers with more advanced English.

All of the educators I interviewed emphasized the importance of establishing classroom values with the children at the beginning of the year that are reinforced daily. These values emphasize helping one another, accepting mistakes, and being kind. The educators embody respect through their use of an inclusive pedagogy that actively elicits children's contributions and builds on their interests and backgrounds; this promotes positive interactions and respectful behavior from the children.

5. Respond to children's contributions

The educators at the center were masterful at responding to the multilingual children's attempts to communicate. The table below summarizes the verbal and nonverbal responses to the children that teachers used frequently.

Responding to children's contributions promotes engagement and learning. For example, recasting during educator-child interactions can benefit multilingual children's language learning (Tsybina et al. 2006). During a pretzel-making activity, Dominic said as he rolled out his pretzel dough, "I rolling round." Ms. WenDee responded by recasting his comment as a question, "Are you rolling it?" That was helpful because it modeled a grammatically correct question; an even more helpful recasting would have also included the vocabulary word dough, as in "Are you rolling the dough?" Ms. WenDee also mirrored the children's gestures, communicating a shared understanding of the concepts in a nonverbal way. At one point, Dominic was counting the three ingredients on his hand; Ms. WenDee mirrored the gesture by holding up the same three fingers, touching them to the child's, and saying, "I have the same as you."

"Language learning is not just a cognitive struggle, it is a cognitive and emotional struggle" (Swain 2013, 11). Being responsive ensures that teachers build on children's thinking and communicates that the teachers value children's ideas, questions, and concerns. One way to study your responsiveness to multilingual children, including how you are communicating verbally and nonverbally, is to have a colleague videotape your interactions. Notice your facial expressions, gestures, eye contact, and tone of voice as you engage with the multilingual children.

Multilingual families and children should have opportunities to serve as experts and contribute to all of the children's learning.

Responding to the children's comments, questions, and body language (such as puzzled looks or gestures) will enable you to make links between the activity and what was interesting to the children. Being responsive helps make instruction relevant and meaningful. For example, during the painting activity referenced earlier, Kisho asked Ms. Rheta, "Kore nani ireta?," which means "What did you put in this?," regarding the paint. Ms. Rheta stopped and responded by gesturing and repeating the word "berries." She then elaborated, gesturing in a picking motion while telling Kisho that a group of children picked the berries from a nearby tree. Ms. Rheta brought out her camera and showed Kisho photos from the berry picking to support his understanding. During our interview, Ms. Rheta told me that the learning goal for the activity was to help the children understand how certain things, like dye, can come directly from nature. Ms. Rheta responsively used Kisho's questions as an opportunity to address the learning goal.

Conclusion

Research and observations of effective educators indicate that coparticipating with multilingual children in small group conversations centered on a joint activity, responding verbally and nonverbally to children's contributions, and using the children's home languages as a tool for understanding are ways to promote their engagement and learning. Instructional conversations give multilingual children opportunities to share their expertise and thoughts, promoting language development (Institute of Educational Sciences 2006; Chapman de Sousa 2017; Portes et al. 2017). Central to these strategies is creating opportunities for children to speak and share their ideas, solve problems together, and value diversity.

Bonus Strategy: Engaging Multilingual Families

To encourage the engagement of families from diverse backgrounds, educators at the center conduct home visits and have meetings with family members throughout the year. The initial family meeting is essential to relationship building. Educators ask important questions about the children and their preferences, and learn key words in the children's home languages. From that first meeting onward, the center communicates to families that family members have expertise and that the program welcomes their contributions. Teachers use families' unique knowledge and skills to develop the curriculum for the year. In addition to issuing in-person invitations, teachers send notes home asking families to come into the classroom and host activities.

During one of my visits, Ms. Amy, an educator at the center who worked with 2-year-olds, was having a conversation about butterflies with several multilingual children. She reminded a child that her mom would be coming into classroom to teach them songs in Japanese about butterflies. The child then said in English, "Mom is gonna bring us a song about butterflies," an important multiword utterance for a 2-year-old who is just starting to learn English.

This type of meaningful engagement of families from diverse backgrounds has been shown to positively influence educational outcomes (O'Donnell & Kirkner 2014). Effective engagement efforts go beyond the traditional methods of having back-to-school nights and communicating only during parent-teacher conferences or when a behavior issue arises. At the center, multilingual families and children have opportunities to serve as experts and contribute to all of the children's learning.

References

Chapman de Sousa, E.B. 2017. "Promoting the Contributions of Multilingual Preschoolers." Linguistics and Education 39: 1-13.

DiGiacomo, D.K., & K.D. Gutiérrez. 2016. "Relational Equity as a Design Tool within Making and Tinkering Activities." Mind, Culture, and Activity 23 (2): 141-53.

Doherty, R.W., R.S. Hilberg, A. Pinal, & R.G. Tharp. 2003. "Five Standards and Student Achievement." NABE Journal of Research and Practice 1 (1): 1-24.

García, O., & L. Wei. 2014. Translanguaging: Language, Bilingualism and Education. London: Palgrave Macmillan.

Gibbons, P. 2015. Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. 2nd ed. Portsmouth, NH: Heinemann.

Hamilton, R. 2014. "Bedtime Stories in English: Field-Testing Comprehensible Input Materials for Natural Second-Language Acquisition in Japanese Pre-School Children." Journal of International Education Research 10 (3): 249-54.

Hilberg, R.S., R.G. Tharp, & L. DeGeest. 2000. "The Efficacy of CREDE's Standards-Based Instruction in American Indian Mathematics Classes." Equity and Excellence in Education
33 (2): 32-40.

Institute of Educational Sciences. 2006. "Instructional Conversation and Literature Logs." What Works Clearinghouse (WWC) Intervention Report. Rockville, MD: WWC. https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/WWC_ICLL_102606.pdf.

Justice, L.M., A.J. Mashburn, B.K. Hamre, & R.C. Pianta. 2008. "Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils." Early Childhood Research Quarterly 23 (1): 51-68.

Mashburn, A.J., R.C. Pianta, B.K. Hamre, R.T. Downer, O.A. Barbarin, D. Bryant, M. Burchinal, R. Clifford, D.M. Early, & C. Howes. 2008. "Measures of Classroom Quality in Prekindergarten and Children's Development of Academic, Language, and Social Skills." Child Development 79 (3): 732-49.

O'Donnell, J., & S.L. Kirkner. 2014. "The Impact of a Collaborative Family Involvement Program on Latino Families and Children's Educational Performance." School Community Journal 24 (1): 211-34.

Ohta, A.S. 2000. "Rethinking Interaction in SLA: Developmentally Appropriate Assistance in the Zone of Proximal Development and the Acquisition of L2 Grammar." Chap. 2 in Sociocultural Theory and Second Language Learning, ed. J.P. Lantolf, 51-78. New York: Oxford University Press.

Portes, P.R., M. González Canché, D. Boada, & M.E. Whatley. 2017. "Early Evaluation Findings from the Instructional Conversation Study: Culturally Responsive Teaching Outcomes for Diverse Learners in Elementary School." American Educational Research Journal 55 (3): 488-531.

Ruston, H., & P.J. Schwanenflugel. 2010. "Effects of a Conversation Intervention on the Expressive Vocabulary Development of Prekindergarten Children." Language, Speech, and Hearing Services in Schools 41 (3): 303-13.

Santa Ana, O. 2004. Tongue-Tied: The Lives of Multilingual Children in Public Education. Lanham, MD: Rowman & Littlefield.

Saunders, W., & C. Goldenberg. 2007. "The Effects of an Instructional Conversation on English Language Learners' Concepts of Friendship and Story Comprehension." In Talking Text: How Speech and Writing Interact in School Learning, ed.R. Horowitz, 221-52. Mahwah, NJ: Erlbaum.

Swain, M. 2005. "The Output Hypothesis: Theory and Research." In Handbook of Research in Second Language Teaching and Learning, ed.E. Hinkel, 471-84. Mahwah, NJ: Erlbaum.

Swain, M. 2013. "The Inseparability of Cognition and Emotion in Second Language Learning." Language Teaching 46 (2): 195-207.

Tharp, R. 1982. "The Effective Instruction of Comprehension: Results and Description of the Kamehameha Early Education Program." Reading Research Quarterly 17 (4): 503-27.

Tharp, R., & S. Entz. 2003. "From High Chair to High School: Research-Based Principles for Teaching Complex Thinking." Young Children 58 (5): 38-44.

Tsybina, I., L.E. Girolametto, E. Weitzman, & J. Greenberg. 2006. "Recasts Used with Preschoolers Learning English as Their Second Language." Early Childhood Education Journal 34(2): 177-85.

Yamauchi, L.A., S. Im, & N.S. Schonleber. 2012. "Adapting Strategies of Effective Instruction for Culturally Diverse Preschoolers." Journal of Early Childhood Teacher Education 33 (1):54-72.

Yamauchi, L.A., S. Im, C.-J. Lin, & N.S. Schonleber. 2012. "The Influence of Professional Development on Changes in Educators' Facilitation of Complex Thinking in Preschool Classrooms." Early Child Development and Care 183 (5): 689-706.

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Five Tips for Engaging Multilingual Children in Conversation

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In this article, I offer five strategies that take into account the unique aspects of learning an additional language and capitalize on the social and interactive nature of early childhood classrooms.

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33 Disability Awareness Activities for Kids of all Ages

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33 Disability Awareness Activities for Kids of all Ages (Website)

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33 Disability Awareness Activities for Kids of all Ages (Website)

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This website offers many activities, games, printables, and downloads to help teach acceptance, tolerance, and inclusion of children with disabilities.

This website includes activities to help both children and adults learn to be accepting of people who have disabilities.

33 Disability Awareness Activities for Students of all Ages (easy set up!) (adayinourshoes.com)

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Activities to Teach About Disabilities

What better day than today to publish this post! Today is the first day of Developmental Disabilities Awareness month.

I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident: that all men are created equal."
Martin Luther King, Jr., August 28, 1963

We're not quite there yet, are we? As far as teaching non-disabled children about their disabled peers?

According to the US Department of Education, 15-20% of our school children have IEPs. Why are we not teaching kids about disabilities on a regular basis? We owe it to our kids, both the non-disabled and disabled ones.

They have to learn how to interact, how to live and work together. This is their future.

Get the list: 25 Amazing Inclusion Books for Kids

Disability Awareness Month Activities

March and April are here. Disabilities Awareness Month and Autism Awareness Month. Both are great months and great conversation starters to start to share with the rest of the world how great our kids are.

Teaching kids about disabilities isn't that hard. It is important that we engage the actual disabled people in explaining disabilities to students. They should be the ones to determine the message conveyed.

Disability Awareness in Schools

I am proud to say that I approached my non-disabled child's preschool and asked her to include this in the upcoming months. Teaching preschoolers about disabilities is an opportunity not to be missed. Create understanding now when kids are young to avoid bullying and fear later. We met, we chatted online, and they are doing it!

His school does a bunch of MLK Day activities, and about people who are different from you. And, in February they do a whole thing on love and friendships and it will be discussed then. She (the preschool director) then shared with me a book she found in their library that they are going to use, and the whole thing inspired this post. {note, this post is frequently updated, he's not in preschool anymore!}

So here you go, not only do you approach your school or church or scout troop and say "I'd like to encourage you to teach kids about kids with disabilities, and I will help if you'd like" but now you have some resources to send to them as well.

Note, this is about teaching inclusion and teaching acceptance, and tolerance. This is not a teaching strategy for an inclusive classroom. This is to answer questions that kids may have about other kids who are different.

Understanding is the first step and it's OK for kids to be curious.
Amazon.com Widgets
So here you go, I combed the web and found many printables and downloads, and websites for you to use. I did not create any of these, merely sharing them.

Teaching Kids about Disabilities

When readers find this post, I am often asked about disability awareness activities for adults. Definitely needed! I hear you. But I was unable to find any disability awareness activities for adults, so you may want to adapt these to an older audience. I know it is very needed in the workplace.

1. Disability Awareness Packet (note: This packet is good, but it contains some outdated language and concepts. It contains the phrase "mental retardation" because that is the language used then. Adapt to modern philosophy as appropriate)

2. Learning About Disabilities- from Teaching Tolerance; different disability lesson plans for different age groups.

3. Disability Awareness Tips from the Huffington Post

4. Hasbro recently came out with some pretty cool stuff to teach empathy to kids

Teaching youth to share and accept each other's differences is part of building an inclusive culture that shields students with disabilities from bullying.
https://onlinegrad.baylor.edu/resources/teaching-children-disabilities-inclusion/

Disability Awareness Lesson Plans

Disability awareness in schools is starting to become more common, but there are limited resources out there. I am working with a few other moms and teachers to develop a disability awareness curriculum . When it is complete, I will definitely share.

Until then, here are some special needs lesson plans and activities that you can use and adapt for your classroom or setting.

This video is a bit dry, but it's all I could find. He has some good thoughts and ideas.

Even if your own child's teacher or troop leader won't do this, don't get discouraged. If you have non-disabled siblings in the home or nieces/nephews, the opportunity will present itself and you can use these tips then.

How to Teach Kids about Disabilities

As appropriate, let children be curious. Children are always learning, even if you are not consciously teaching them. So let's make sure they get the right information.

Focus on your (disabled) child's strengths. And what they like; find common ground with the other kids. Create understanding.

Allow them a safe place to ask questions. So they don't create fear-based hate later on. Allow open conversations in your own, invite them.

Disabilities Awareness Month Activities

Disability Awareness Activities are great to do in schools. However, real change begins at home.

Just yesterday, my family was at Longwood Gardens and I noticed several toddlers and preschoolers starting at Kevin. Teaching preschoolers about disabilities is important too!

Explaining disabilities to students at home can go a long way to improving a school's climate.

1. Move past awareness and into acceptance. I'm updating this post for 2015 and this one is going to the top! Let's move past awareness...is there anyone who is not aware that autism exists, or that there are children and adults living with either disease or disability? We don't just want you aware....we want to be accepted and included. And inclusion means contributing! Not just passively watching, participating.

2. Make an effort to change your vocabulary. It's not a matter of being overly PC. It's about being sensitive and respecting children. I'm not just talking about the R-word, though that is the next thing on the list. There are other phrases that also get said that are really cringe-worthy if you are a parent. Think about phrases like "they said she might only ever be a vegetable" or "they say she has the capacity of a 2-year-old" (and the child is 15). Now imagine what it would feel like if you were that person or parent! You know what, ask. Most special needs parents would rather open up the communication instead of having you guessing about what to say.

3. Take the pledge. Spread the Word to End the Word has an online pledge and other information to read and share. This is not an item up for discussion anymore. Plain and simple, it's not OK to say it. Don't try to justify it, just take it out of your vocabulary.

4. Offer to run an awareness program at a Sunday school class, scout troop, or other related groups. I did this with my son's preschool director. She actually helped me with some of the resources and they are going to do it as a unit at the preschool. How cool is that? Literally, hundreds of preschoolers in our community will be made aware of others' differences, which is just so awesome. You can make this happen in your community too.

5. Amazon.com Widgets Reach out to a special needs mom. This can be a very isolating life sometimes. I get tired of only talking about IEPs and medical appointments and would love to just talk about normal stuff or shop for an afternoon.

6. Make an effort to reach out to a neighborhood family or one you see at church and try to include them. Our kids don't often get invited to birthday parties and play dates. Our kids often lack the skills to make friends but would very much enjoy being around typical children even if the play doesn't look like normal play.

7. Add bullying and differences to your dinner table conversation. Bullying seems to be on everyone's radar these days so bring it to your dinner table conversation. Are your kids seeing other kids (who are different) being made fun of? Encourage them to reach out and be a friend, be a hero. Sometimes all it takes to end a pattern of bullying is for one strong person to stand up and say something. Encourage your child to be that person.

8. Support a charity and not necessarily just money! There are many ways you can support a cause. Of course, monetary donations are always welcome but it's not just money. You can sometimes collect bottle caps, Box Tops for Education, run a 5k or 10k that supports a charity, use a search engine (like GoodSearch) that supports a charity...even Amazon now has Amazon Smile which supports charities when you shop on Amazon.

9. Remember that everyone is better for this. There are many studies that show that children who are aware of the differences of others, who do participate in inclusive classrooms and extra-curricular activities, and who are the friend instead of the bully....they are better at life. Everyone, not just the child with disabilities but the typical child too, does better academically, and psychologically and scores better on overall happiness tests as compared to those who do not make the effort. Inclusion works, it really does!

10. Be You! Not everything you do is related to disabilities. Bust through those stereotypes and get out there, and show your community that your family is just like theirs most of the time. Being a positive role model and advocate is one of the most useful things you can do.

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25 Disability Awareness Activities for Kids of all Ages

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How to teach non-disabled children about their peers with disabilities: Awesome assortment Disability Awareness Activities and Lesson Plans for Kids.

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Preparing Young Children for the Inclusion of Children with Disabilities into the Classroom

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Preparing Young Children for the Inclusion of Children with Disabilities into the Classroom

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This article from the National Association for the Education of Young Children (NAEYC) provides early childhood educators with tips and ideas on how to prepare their students and classrooms for the inclusion of children with disabilities.

These tips will help the students learn empathy and inclusion. They also help children with disabilities succeed in their education.

Preparing Young Children for the Inclusion of Children with Disabilities into the Classroom | NAEYC

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Preparing Young Children for the Inclusion of Children with Disabilities into the Classroom

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Here are some tips for making your classroom more inclusive and helping all students be successful!

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Printable Games and Activities-Gender Bias Learning Project

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Printable Games and Activities-Gender Bias Learning Project

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This page offers three games that are easy to set up and fun to play that help understand gender bias.

These would be wonderful games to play at a professional development event focusing on gender biases.

Printable Games and Activities | Gender Bias Learning Project (genderbiasbingo.com)

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Printable Games and Activities | Gender Bias Learning Project

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The Gender Bias Learning Project is excited to offer you three fun and educational games/activities that you can incorporate into your gender bias training:

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Tate and the Pink Coat: Exploring Gender and Enacting Anti-Bias Principles

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Tate and the Pink Coat: Exploring Gender and Enacting Anti-Bias Principles

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This article provides early childhood educators with ideas for ensuring their classrooms are free from gender bias.

The National Association for the Education of Young Children (NAEYC) also explains the importance of all children being in a gender-inclusive environment in this article.

Tate and the Pink Coat: Exploring Gender and Enacting Anti-Bias Principles | NAEYC

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Mittens and boots fly as 3-year-olds bundle up to adventure out into the winter snow. Tate, ready to go in the middle of the line, stands with no coat and bare arms. When Ms. Tiana, one of his teachers, approaches, Tate quietly shares that he did not have a coat he could wear to school that morning. She assures him that there are plenty of extra coats he can choose from for the day.

"Wow, this looks beautiful, and it's so fuzzy!" Tate says. He glows as he shows off the bright pink coat he's found in the box of extra outdoor clothing. It is a puffy coat complete with a faux fur leopard lining.

"No, no, that's a girl coat; I'm sure we have another you can use," Ms. Diane, another teacher, says. As she digs back into the box, Tate's face fills with embarrassment and shame. The only "boy" coat in the collection is dark blue and several sizes too small. When Tate tries it on, his discomfort is evident. "This one's too tight," he says. Seeing this interaction, Ms. Tiana steps in and assures Tate that he is welcome to wear any coat he chooses, including the pink one. Tate smiles, snatches up the pink coat, and hops back into line with his friends.

The example above demonstrates Ms. Tiana working to create a gender-inclusive space for Tate as he selects the jacket he prefers. Gender-inclusive spaces allow children to easily move between roles or materials commonly regarded as male or female without any gendered expectations or barriers. For nearly thirty years, proponents of anti-bias education have reminded us that "it is not human differences that undermine children's development but rather unfair, hurtful treatment based upon those differences" (Derman-Sparks & Edwards 2010, 3). Children's emotional safety may be compromised when adults or peers express disapproval of young children for supposedly incorrect gender expressions (Chrisman & Couchenour 2003). In this article, we argue that by working to create inclusive classroom environments and thus modeling acceptance of gender exploration in the early childhood classroom, we allow children the freedom to be their most authentic selves, regardless of how they come to identify themselves as adults.

Gender-inclusive classrooms promote an anti-bias atmosphere in which all children can explore and grow. Creating a space that promotes equity, safety, and respect for all members of a classroom community is a hallmark of good teaching and school leadership (Derman-Sparks & Edwards 2010; Mosso-Taylor 2016; Kroeger & Regula 2017). However, from early childhood through high school, children who do not conform to traditional gender roles and forms of expression are likely to be harassed, bullied, or physically assaulted-and all too often, teachers and administrators ignore these instances of harassment (Kosciw et al. 2012).

Youth who do not conform to traditional ideas about gender are less likely to finish high school or college, are overrepresented among homeless youth, and are more likely to have mental health concerns than their gender-conforming peers (Choi et al. 2015). Given these challenging social problems, we believe it is never too early to positively support young children's gender exploration and expression. Even in the most innocent-seeming moments, such as Tate's selection of a pink coat, our words and actions may affect children's emotional, social, and identity development.

We believe it is never too early to positively support young children's gender exploration.

For many years, anti-bias practices related to gender have tended to emphasize promoting a non-sexist atmosphere (Derman-Sparks & ABC Task Force 1989; Derman-Sparks & Edwards 2010; Campbell, Smith, & Alexander 2016). As Tate's story makes clear, however, combating sexism is only one small part of creating a gender-inclusive classroom. This article advances conversations about gender diversity and anti-bias education. It supports children and teachers in challenging gender-related bias, examining its personal consequences, and countering the "negative effects of bias on children, themselves, and their communities" (Gunn 2003, 132).

In this article, we use Tate's choice of the pink coat to discuss the practical underpinnings of gender and anti-bias decision-making in the classroom. We hope that after reading this article, teachers will be better equipped to work through their own biases before responding to young children who are exploring gender in nontraditional ways. Additionally, we hope to help teachers reflect on how seemingly minor things, such as a collection of pink dress-up clothes or a block area adorned mostly with dinosaurs and trucks, might feel like barriers for children who wish to play outside of stereotypical gender roles.

Gender-inclusive classrooms promote an anti-bias atmosphere in which all children can explore and grow.

Considering how to engage with children in more supportive and inclusive ways can start with learning gender concepts, intentionally reworking classroom materials, and being more thoughtful about communicating with children and families. We explore these three strategies in detail; for more ideas, see "Supporting Gender Diversity in Your Classroom".

Learning gender concepts

Ideas about gender and sexuality are constantly evolving. They overlap with anti-bias principles and can be confusing to educators (and families) (Derman-Sparks & ABC Task Force 1989; Derman-Sparks, LeeKeenan, & Nimmo 2015). Learning some terminology and current thinking about gender constructs can help.

The term gender brings together three notions-an individual's assigned gender (done at birth based on physical appearance), gender identity, and gender expression (Killermann 2018; Newman 2016; Human Rights Campaign 2017). The traditional view of gender is binary-male or female. Babies are assigned male or female at birth, and then are expected to identify and express themselves as such throughout their lives (Gunn & MacNaughton 2007). In contrast, more current thinking on gender is expansive. Rather than a binary notion or even a continuum (masculine to feminine), gender is considered multifaceted, interrelated with other aspects of one's identity (e.g., spiritual beliefs, race), and may be fluid (i.e., for some people gender identity is not fixed) (Ehrensaft 2012; Kroeger & Regula 2017). Note that this discussion of gender is not a discussion of sexuality, which is a separate concept regarding sexual and romantic attraction. In popular culture, concepts of gender and sexuality are often conflated (Gunn 2011). Neither gender identity nor gender expression determines sexual orientation (i.e., attraction).

When teachers reflect deeply on their understandings of gender, they can make more informed decisions and create opportunities to address inequity and bias.

In many ways, our society has already abandoned many of its more traditional ideas about gender-for example, we've accepted that women can be scientists and men can be nurses, moving away from the idea that certain behaviors, skills, and abilities are associated only with certain genders. But current thinking on gender goes further; it lets go of the idea that gender assigned at birth, gender identity, and gender expression must align and must stay the same over time. For example, a child assigned female at birth may identify as female but often choose to wear outfits (a facet of gender expression) that our society sees as male, like plaid shirts and cargo shorts; or a child assigned male at birth may identify as female but choose to wear plaid shirts and cargo shorts to avoid being bullied. As children mature, their gender identities and preferred forms of expression may change (Ehrensaft 2012; NASP 2014). Exploration of gender in the early years helps children form and reform their gender identities, discovering their interests and the many ways they can express themselves (Ehrensaft 2012; Kroeger & Regula 2017). Throughout children's explorations and changes, it is important for teachers, families, and other caregivers to remain open, responsive, and supportive.

Many educators find it helpful to study gender terminology and visual models of gender concepts (Human Rights Campaign 2017; Killermann 2018). Two websites we recommend with such resources for teachers of young children are GLSEN ( www.glsen.org/article/gender-terminology) and Gender Justice in Early Childhood ( www.genderjusticeinearlychildhood.com).

Reexamining the pink coat scenario

Opening up opportunities for children to express their gender more freely and reducing gender barriers (or biases) requires teachers to reflect critically on their thinking and practice (Derman-Sparks, LeeKeenan, & Nimmo 2015). Pedagogical change is more likely to succeed when teachers choose to make a change than when it is imposed on them by external policy demands (Gunn & MacNaughton 2007). When teachers reflect deeply on their personal understandings of gender, they can begin to make more informed decisions and create opportunities to address inequity and bias. Learning to support gender exploration in the classroom enables teachers to ensure that children feel safe and acquire more sophisticated understandings about gender as they learn and grow.

Reflecting on Tate's experience, we can see that what his two teachers personally defined as appropriate (or inappropriate) for young children guided their actions. We could say that for Ms. Tiana, Tate's sense of self, of autonomy, and of belonging in the classroom were prioritized. At first glance, it seems that for Ms. Diane conformity to traditional gender expression was more important than Tate's desire, warmth, or comfort-but perhaps she had not taken the time to examine her own biases or misconceptions surrounding gender. In any case, Ms. Diane's actions reinforced expectations for conformity to the gender expressions typically promoted in our broader society.

When we engage with children, we are constantly emitting subtle cues, whether we are conscious of our biases and values or not. Ms. Diane may have been worried about negative judgments from other teachers or from Tate's parents, or perhaps about other children teasing Tate. In other words, she may have been motivated by concern for Tate's emotional safety. She may also have felt an internal discomfort with Tate's choice and acted impulsively, unaware of the messages (e.g., boys don't wear pink) she might have conveyed to Tate and his peers.

Increasingly, work from mental health fields (including school psychology) indicates that it is important for young children to be able to explore gender in their earliest years by playing with their appearance (e.g., hairstyle, makeup, clothing, jewelry). This enables children to understand how external appearance or aspects of gender expression may or may not match internal gender identity or assigned biological sex (Ehrensaft 2012; NASP 2014). This is especially relevant for children who are engaging in nontraditional gender expressions and play, and all the more so for children who remain engaged in such expressions throughout childhood. Approaching children neutrally or affirmatively, as Ms. Tiana did, also creates space for children to freely and fully explore their interests. Ms. Tiana's actions led to Tate's emotional security, shown by his smile and his quickly lining up to play outside.

Reworking classroom materials

When teachers establish classroom spaces that support the traditional binary concept of gender (for example, putting the boys' photos and names on blue paper and the girls' on pink paper), they may inadvertently reinforce children's stereotyped constructions of gender and unintentionally create social conditions that limit children to traditional gender roles (Gosselin 2007; Chrisman & Couchenour 2003). To create neutral spaces for exploration, educators need to acknowledge how gender limitations and biases might exist in classrooms and deliberately avoid and/or counteract them (Freeman 2007; Sullivan 2016).

Offering open-ended materials

Materials are among the most important aspects to consider when creating an inclusive, gender-neutral classroom. We encourage teachers to select materials that invite exploration without imposing gender expectations. For example, one simple change is to avoid objects that reinforce gendered play, like those that suggest pink is for girls and blue is for boys. Toys and objects with neutral color palettes, such as an unpainted wooden doll house with gender-nonspecific figures, may help children feel more welcome to explore various roles, labels, and activities in their play. These neutral materials also enable more creative play, as children can decorate the house and design outfits for the figures.

Stocking the classroom with found materials and loose parts can encourage play that isn't limited by traditional understandings of gender.

Even when materials are specifically chosen (or created) for their neutrality or representational ambiguity, children bring their own expectations, assumptions, experiences, and memories to their play. One way that teachers may begin broadening children's perspectives is by incorporating more open-ended materials into classroom spaces. Fabrics of various colors and textures are an exciting alternative to premade tutus or firefighter jackets-and (like an unpainted dollhouse) they challenge children to engage in more creative play. Children can use fabrics to transform into any character and apply them to any dramatic play context, which can help reduce play fraught with gender expectations.

Stocking the classroom with found materials and loose parts (such as pinecones, cardboard boxes and tubes, wire, buttons, twine, and gears) can be another imaginative and inexpensive way to encourage play that isn't limited by traditional understandings of gender. Creating a gender-neutral makerspace with natural materials, for example, can inspire children to create sculptures, make books, piece together collages, or construct whatever they imagine. They may also create props of their own liking with these materials to enhance storylines they have created. These new materials and spaces can be presented as formal activities or as enticing provocations. When children see new opportunities for play and exploration that do not carry signals about gender, they may feel more welcome to engage and to collaborate with children they might not otherwise play with, breaking down gender barriers.

Selecting books and images

Thoughtfully choosing children's books is another way to contradict stereotypical gender roles. By incorporating and discussing books that depict characters whose gender identities and expressions are multifaceted, fluid and/or ambiguous, teachers can help children expand their understanding of what it means to be male, female, neither, or both. Sharing books that model positive reactions to gender exploration and nontraditional play in the classroom sends a message to the community of learners and advances the anti-bias principle of transformation for all (Gunn 2003; Sullivan 2016).

Supporting Explorations of Gender with Children's Books

These books help children develop an expansive, inclusive understanding of gender for ages preschool to third grade.

In addition to literature, images depicting diverse gender expressions and roles people take around the world can be a valuable classroom resource. Teachers can display photographs or illustrations that show clothing, occupations, and lifestyles around the globe that contrast with Western societies' traditional gender roles and expressions. For example, a teacher might display pictures of men and women in flowing fabrics or skirts (such as kilts or various types of sarongs, which are common in many parts of the world) to support male children who might enjoy trying on all of the different types of clothing in the dramatic play center. Photos showing the ways gender roles and expressions differ around the world contribute to children's understanding that gender is a social construct rather than a fixed and universal set of ideas, values, or behaviors.

Communicating with care

Young children do not have a negative view of others' diverse gender play unless someone communicates to them that it is inappropriate. Teachers' actions and words help shape the classroom culture and tell children how teachers feel about gender and gender exploration (Cahill & Theilheimer 1999). If children are given the autonomy to define-and redefine-their identities as they grow, rather than taking up our society's traditional gender expectations, biases may be reduced. If children do not condemn each other but see teachers allowing diverse gender expressions, biases may be reduced (Kroeger, forthcoming).

Acting and speaking inclusively

Teachers' actions and words help shape the classroom culture and tell children how teachers feel about gender barriers and gender exploration (Cahill & Theilheimer 1999). Inclusive practices and language help children who are engaging in nontraditional expressions of gender feel safe and welcome, and they also help their peers be accepting.

Exploring gender in the early years helps children form and reform their gender identities, discovering their interests and the many ways they can express themselves.

To remove gender bias from classroom practices and routines, teachers should examine their expectations for children and make sure all children are supported in using the most challenging materials. All children can excel in subjects such as math, science, engineering, reading, writing, and the arts. Predisposing particular children to play with materials that enhance knowledge and skills in certain subject areas-for example, guiding boys (but not girls) to play with construction materials that include gears and motors-perpetuates gender bias. By mindfully redistributing play materials and encouraging all children to pursue activities of different types, teachers can reinforce opportunities to play in gender-neutral, inclusive ways.

Similarly, teachers should beware of stereotyping classroom responsibilities. Ensure that all children participate in classroom routines (such as cleaning, carrying supplies, cooking, preparing snacks, and taking care of one another and materials), in outdoor and nature play (including climbing and other adventuresome activities), and in movement and music.

Carefully reflecting on the language used with children is also essential for reducing gender bias and ensuring that teachers are not inadvertently communicating unbalanced or restrictive expectations. Research has shown that girls tend to receive more comments related to their appearance and kind touch than any other communicative feedback, while boys are frequently acknowledged for showing strength or lack of emotion (Chick, Heilman-Houser, & Hunter 2002). Similarly, addressing boys as "little dude" or girls as "honey" perpetuates the view that young boys should be tough and young girls should be sweet. To avoid reinforcing these biases, teachers may want to spend a few minutes at the end of each day recalling and reflecting on how they spoke with different children in their classrooms. With time and effort, teachers can change their ways of speaking with children. One simple first step is to refer to children by their preferred names instead of other terms like "sweetie." When addressing an entire group of children, use neutral terms, such as "everyone," "children," "preschoolers," or "Room 9" instead of "boys and girls."

While singular instances of stereotype-reinforcing communications from adults might not impact a child, frequent use of biased language may compound over time to shape the ways in which children view themselves, others, and society's expectations about gender. A young girl who receives comments on her neatly braided hair every morning may come to think that she has a responsibility to make sure her hair is well groomed and visually appealing. This may cause her to internalize the belief that her physical appearance is the only aspect of her identity that matters to others. A boy repeatedly praised for his tough demeanor may not allow himself to express a range of emotions, resulting in his being perceived as lacking compassion or empathy for others or for himself (Rao & Seaton 2009). A child like Tate, who may or may not identify as a boy or girl and whose interests are often frowned on, may come to believe that a person has to fit neatly into a category in order to be valued.

Like all anti-bias efforts, changing how one feels, thinks, and talks about gender takes time. With reflection and practice, early childhood educators can remove gendered assumptions and messages from their language, making their classrooms more welcoming-and truly enabling children to explore their interests.

Fostering partnerships with families

Creating safe and inclusive spaces for children exploring gender may also impact the children's families. Teachers can encourage parents to be accepting of children's playful gender exploration (Kroeger & Regula 2017), and administrators can ensure educational settings are welcoming for children who do not identify with their gender assigned at birth (Kroeger, forthcoming; Mosso-Taylor 2016). When families feel that their children are respected and accepted, they are more likely to become active members of the classroom community (DeVries & Zan 2012).

If family members struggle to understand a child's nontraditional gender play or expression, a teacher's knowledge of basic concepts related to gender (and sexuality) may prove a valuable resource for supporting the family. With a teacher's understanding and with access to appropriate current resources (such as those provided by GLSEN and Gender Justice in Early Childhood), families can be coached on strategies to help make the home a safe haven for their children (Gender Spectrum 2018). By sharing resources with families, teachers can extend anti-bias practice beyond the classroom walls to encourage healthy development in all parts of a child's life.

Here are some additional tips for engaging with families:

Take your time building engagement among families on the topic of gender. Recognize that communities and families will differ in their readiness for rethinking gender; be conscious of pushing too fast.

Recognize cultural influences on gender (such as a family's religious beliefs), and try to find common ground with a wide variety of community members.

Draw on what children notice and ask about regarding gender in the classroom to inform conversations with families, including conversations about the various roles associated with gender in their homes or communities.

Be willing to answer or discuss family members' questions about gender openly and honestly. Model lifelong learning for families by sharing how you are exploring and deepening your own understanding of gender. If possible, arrange a workshop with local experts to support families with a desire to learn more about gender.

Consider the safety of children and families who confide in you and take care not to betray their trust, whether or not you agree with the ideas they have expressed.

Learn about local issues and politics; reflecting on communities from multiple perspectives may influence your strategies for making change.

As early childhood educators learn about current thinking on gender, work to eliminate gender bias, and reflect on their classroom materials and practices, they can embrace the development of gender-inclusive communities. We believe that working to create safe spaces for gender exploration is essential to advancing anti-bias education.

By encouraging children to play freely, without regard to traditional gender limitations or biases, teachers can provide children who express gender in nontraditional ways with many opportunities to learn about gender fluidity, express themselves in different ways, and understand their developing sense of identity. With sensitive support from teachers, those children's peers will learn that they too can play as they wish, and that they can accept their classmates no matter what toys or roles they find interesting.

Within the field of early education, much of the previously accepted wisdom about gender has guided teachers to stay within boundaries that are historically stereotypical and unwelcoming to many young children. With anti-bias principles in mind, teachers can reflect on gender and rethink their actions. Recognizing their own and other's gender biases and beliefs allows educators to consciously counteract inequity in their practices, classroom materials, and language.

It's time to let Tate wear the pink coat.

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Tate and the Pink Coat: Exploring Gender and Enacting Anti-Bias Principles

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Gender-inclusive classrooms promote an anti-bias atmosphere in which all children can explore and grow.

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Different Types of Families: Learning Diversity for Children (video)

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Different Types of Families: Learning Diversity for Children (video)

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This YouTube video uses puppets to help young children learn about different family structures.

Bryan learns that some birds have two moms, some have two dads, and some only have one parent, like Bryan has!

https://youtu.be/ztWv-inB938

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Wee Bee World Educational Videos for Children

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Different Types of Families: Learning Diversity for Children

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This children's book celebrates many different types of families. It does not matter what kind of family we are from; every family is special.

Title: The Family Book

Author: Todd Parr

Publisher: Little, Brown Books for Young Readers

Publishing Date: May 10. 2010

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The Family Book [Parr, Todd] on Amazon.com. *FREE* shipping on qualifying offers. The Family Book

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Childcare is expensive. The State of Illinois can help you pay for childcare so you can work or go to school!

This is the local information for applying for childcare assistance in the Rockford, Illinois area.

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La Voz Latina offers many programs and services for the local Hispanic communities, including immigration services. They service most of northwestern Illinois.

YWCA La Voz Latina - YWCA Northwestern Illinois (ywcanwil.org)

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YWCA La Voz Latina - YWCA Northwestern Illinois

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Serving the needs of women in Rockford, Boone, Winnebago, Stephenson, Jo Daviess - IL since 1891

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The New York Times video series on Implicit Bias

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The New York Times video series on Implicit Bias

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The New York Times has a series of very short videos that explain implicit bias, how to recognize our unconscious attitudes and beliefs, and how to prevent our implicit biases from affecting our daily interactions and relationships.

Peanut Butter, Jelly and Racism - The New York Times (nytimes.com)

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What is implicit bias? NYT/POV's Saleem Reshamwala unscrews the lid on the unfair effects of our subconscious.