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Publisher: Balzer & Bray (March 6, 2018)

This book is about loving yourself and respecting others.

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I Am Enough [Byers, Grace, Bobo, Keturah A.] on Amazon.com. *FREE* shipping on qualifying offers. I Am Enough

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Publisher: Orchard Books (February 26,2019)

This book is about how you can use your words, action, and our voice to make a difference for what we believe in.

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Say Something [Reynolds, Peter H., Reynolds, Peter H.] on Amazon.com. *FREE* shipping on qualifying offers. Say Something

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Same, same but different by Jenny Sue Kostecki Shaw

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Same, same but different by Jenny Sue Kostecki Shaw

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Publisher Henry Hold & Co.
(September 13, 2011)
Two boys on opposite ends of the world become pen pals. They discover that even though their worlds look different, they share a lot in common.

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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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Publisher: Young Children (March 2016)

Anti-bias education goes beyond activities, and requires a teacher to take on an anti-bias perspective by thinking differently about their work and putting new ideas and beliefs into practice. Anti-bias education is a way of teaching that supports children and families as they develop a sense of identity in a diversity society.

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"My dad is thiiiiiis black!"

"Why does she wear that scarf on her head?"

"My mom makes me give toys I don't like to poor kids who don't have any."

"Only girls can be nurses."

These comments, while typical of young children, can stop a teacher in her tracks. How should teachers respond? Children's comments can sometimes fluster both new and experienced teachers-even those who support equity and diversity in schools. While teaching at the Eliot-Pearson Children's School at Tufts University, this article's authors explored what it means to embrace an anti-bias stance every day. They found that adopting an anti-bias perspective requires more than implementing a few well-meaning activities. Instead, doing so asks educators to think differently about their work, take personal and professional risks, and put new ideas and beliefs into practice. The teachers at Eliot-Pearson developed a framework to guide their anti-bias work and support their anti-bias planning and practice as they moved forward (Kuh et al. 2011).

What is anti-bias education?

Anti-bias education is a way of teaching that supports children and their families as they develop a sense of identity in a diverse society. It helps children learn to be proud of themselves and their families, respect a range of human differences, recognize unfairness and bias, and speak up for the rights of others (Derman-Sparks & Edwards 2010). Children tell us every day via their comments, play, and peer interactions that they notice social issues, are curious about differences, and want more information. So what do schools and teachers need to do?

In many ways, anti-bias education may not be so different from the kind of teaching that educators already do. For example, when children notice butterflies in the garden, teachers might notice and respond to children's curiosity as an opportunity for extending curriculum, and then provide books and other materials about life cycles. But when it comes to talking about race, class, gender, family structure, or ability, teachers might consciously, or even unconsciously, avoid elaborating on these topics.

Anti-bias curriculum topics often come from the children, families, and teachers, as well as from historical or current events. Anti-bias education happens in both planned curriculum and natural teachable moments based on children's conversations and play. Teachers have to balance planned anti-bias teaching experiences, such as mixing paint to match skin color, with seizing emergent opportunities to engage children by responding to their questions and observations. This can be challenging, and requires the ability to see anti-bias work as an opportunity to teach (as opposed to overcoming a problem). Embracing an anti-bias stance helps teachers to develop innovative practices tailored to the populations they serve. It might be difficult to know where to start, and there is not always an easy answer. It is important for teachers to find a balance between addressing children's needs and not upsetting families, and at the same time to take a stand that may be socially or politically charged. Does all this belong in the early education setting? Is it part of teaching?

A framework for anti-bias teaching

The Eliot-Pearson Children's School's long-standing commitment to anti-bias education is part of its core values and mission. However, being intentional about anti-bias education across classrooms wasn't always easy. One year, as a curriculum strategy, each classroom focused on a particular issue related to its group of children. The teachers shared documentation and questions about this focus at monthly professional development meetings, getting and giving feedback on curriculum and teaching practices. Topics included same-sex parents, skin color and racial identity, class and power, abilities and challenges, and cultural backgrounds.

To hold themselves accountable for anti-bias work, the program's teachers developed a tool for keeping anti-bias issues alive in the curriculum (see "Framework for Anti-Bias Teaching," p. 59). The work of three of this article's coauthors-Lisa (pre-K), Heidi (kindergarten), and Margaret (mixed-age first and second grade)-illustrates curriculum development prompted by the framework and support for anti-bias work for individual teachers and for the school as a whole. The framework has been modified further and discussed in more detail in Leading Anti-Bias Early Childhood Programs: A Guide for Change (Derman-Sparks, LeeKeenan, & Nimmo 2015).

Entry points

Entry points include identifying, provoking, or uncovering themes children are thinking about or demonstrating in their play. An entry point may be something a family brings to a teacher's attention or something a teacher knows about a family that a child brings to the setting. It may be a topic in the media-such as an election, a demonstration, or a film-that draws attention to a particular issue. In addition to recognizing entry points educators should understand that their responses to children's queries don't have to be instantaneous. They may not know right away how to respond-or whether they even want to explore a particular issue with a group-but the awareness of the topic is an important first step. Identification of entry points is at the beginning of the road map for curriculum planning. It takes place with the understanding that anti-bias issues raised are not problems to be eliminated, but rather opportunities for teaching and learning.

Margaret's First- and Second-Grade Class In this mixed-age inclusive class, teachers hear children saying things like "That's not fair! She gets an easier sheet than me!," "Why does he get to use a rocking chair at meeting? Can I?," and "I am bad at reading." Margaret knows that children's notions of fairness and their perceptions of themselves and others as learners provide entry points to rich conversations. Ability differences and similarities are part of a conversation that starts on the very first day of school.

Heidi's Kindergarten Class When Heidi hears kindergartners say, "This is my ramp. This is a private ramp," and "You can go up any ramp, if you have a lot of money. People with a lot of money can go in anywhere they want," she realizes that children are thinking about issues of ownership, resources, and power. This "a-ha" moment inspires her to pay close attention to the language and understandings children have about social class, wealth, and privilege. As the kindergartners play, she notes that the children's attempts to assert themselves often reference possession ("I got it first"), ownership ("That's mine"), status ("I am the boss"), and cultural capital ("If you don't know this movie, then you don't know how to play").

Lisa's Pre-K Class For sharing time, 4-year-old Julian, who is biracial, shows photographs of an experiment he did at home in which he added cream to his mother's coffee to try to match the color of his own skin. Later, 4-year-old Tywanna tells her lunch tablemates, "I'm lucky because my mom is light and my dad is dark and I am in the middle-a mix!" Hearing this, Lisa and her teaching team realize that children are grappling with racial identity. The teachers decide to work with the class to help children learn language to talk about race together.

For each potential entry point, it is important for educators to identify their feelings related to the anti-bias issue. Teachers may not necessarily know who to talk to about their feelings, and often this is where they get stuck. Their personal experiences may drive their responses, or they may experience discomfort and ignore the topic altogether. For example, Heidi felt overwhelmed and dismayed at the play she observed, based on her own class background. Teachers often change the subject when anti-bias topics come up or redirect children to distract them from the topic at hand. At Eliot-Pearson, the framework helps teachers address ambivalent feelings they have about a topic. Discussing their feelings about a topic with colleagues can help educators gain clarity about how to manage the curriculum.

Margaret's First- and Second-Grade Class Margaret is upset that the children in her classroom are using ability to gain social power. It bothers her that differentiating curriculum based on children's skill levels seems to be provoking competition between students, sometimes hindering their self-confidence and willingness to take academic risks. Margaret worries that by exploring and discussing abilities, children will feel singled out by their differences. Would asking students to admit that they are challenged by some assignments be comfortable or productive? Would a particular child with obvious physical differences be able to participate in the conversation, or would classmates see him as a mascot for inclusion rather than an equal member of the class?

Heidi's Kindergarten Class Heidi struggles with the connections she sees between kindergartners' play and issues of access, possession, and power present in our society. While she feels excited and nervous as the children explore social class concepts, she also worries about approaching a subject that seems taboo even in adult conversation. As she explores her own feelings, she wonders, "What role do teachers play that might be supporting and reinforcing ideas of ownership as power? How do our own class backgrounds affect perceptions of children, and how might our backgrounds equip us, or not, to support the children as they expand their understanding of these ideas?"

For each potential entry point, it is important for educators to identify their feelings related to the antibias issue.

Once the teachers at Eliot-Pearson considered entry points that identified areas of interest to the children and acknowledged their own feelings, they got down to the business of thinking about potential next steps. Documentation is crucial in inspiring teachers' thinking. The documentation process involves raising questions and closely documenting children's experiences. Teachers can take photographs, listen to and record conversations, and observe and videotape children's play. They can continue to bring questions to colleagues, using the documentation to ask questions such as "What are these children working on and why?" and "What can I do in my classroom to support children's exploration and understanding of this topic?"

Initially, the kindergarten teaching team was stuck-unsure about how to explore ideas of possession and power with children this young. Teachers shared their thinking with families and colleagues, learning about the values they thought were important. Teachers began to look at power as a way to consider acts of sharing and giving (rather than having and holding)-encouraging the children to "use their powers for good." They developed activities that asked children to think about times when they had used possession or ownership to assert power, and to generate possible solutions to fairly distributing and using classroom resources and materials

Lisa's Pre-K Class Lisa and the pre-K teaching team review Julian's coffee photographs and, with his parents' knowledge and permission, talk with him further to explore the motivation behind his experiment. He says that he is mulatto (a term that refers to someone of mixed race), but because that term has fallen out of favor in the United States, some teachers feel uncomfortable hearing and using it. Teachers begin keeping track of children's conversations about race and skin color at play, lunch, meeting, and outdoors. Children's comments reveal confusion about what White and Black really mean in relation to skin color. They point to each other's clothing, noting that someone has white pants or a black shirt. As a result, the teachers think about ways to broaden and clarify skin color vocabulary before starting any skin color paint mixing.

Responding

Much of the work up until this phase involved observing, reflecting, documenting, and questioning. In the responding phase, teachers plan and implement intentional, specific experiences. Teachers choose curriculum changes to implement in the moment and through long-term planning. Again, documentation plays a part, as analysis of children's conversations can help teachers choose what to respond to and how to respond. Teachers also offer children the skills and tools they need for specific learning experiences. In the butterfly example (from the opening page), teachers might give children opportunities to explore with magnifying glasses and clipboards before heading out into the garden. Providing children with initial materials and experiences can support their later engagement with deeper content. With anti-bias curriculum, these guided experiences might occur by simply mixing various colors of paint before beginning to explore skin colors.

Margaret's First- and Second-Grade Class Over the course of two months, Margaret invites visitors into the mixed-age classroom to teach and share information about many kinds of ability differences. They discuss a range of ability differences, including physical, sensory, social, emotional, communication, and cognitive. An assistive technology teacher shows the students how some children who are developing expressive language skills use computers to help them communicate their ideas. A local university student tells the children about her own reading challenges and shares a strategy she uses for tracking words on a page. A former student with vision impairment engages the children using humor by animating his voice as he tells a story. Margaret and the children create a classroom book documenting these conversations with visitors. As they revisit the book, they reflect on the idea that everyone has things they are great at and things they are working on. The children ultimately include pages about their own abilities and challenges. One child writes, "I am great at math problems. One thing that is challenging is waiting and raising my hand."

Heidi's Kindergarten Class During a planning session, the kindergarten teachers identify three phrases that are commonly used during the children's negotiation of play: "But I got that first. It's mine," "I have the [toy], so I have to be the boss," and "We should have a rule that the person who has a thing decides the rules for the thing." Heidi talks to the children about these phrases. Children and teachers spend two meetings telling stories about times when these phrases were used to assert power over others. Heidi then presents a provocation: "Should we use the words we talked about at meeting when we use the bikes?" The children immediately chorus, "No, no. Those rules are no good. They're not fair." Over the next three weeks, kindergartners debate and develop a plan for sharing the bikes and wagons, which includes having a sign-up sheet for sharing vehicles and considering the needs of preschoolers, who are often passengers.

Lisa's Pre-K Class Lisa and the preschool team (two White teachers and one Black teacher) spend weeks engaging with the children in sensory- and art-inspired paint-mixing activities. In doing so, the children move beyond the novelty of color mixing to focus on systematically producing a color close to their own skin. Children name their various skin color shades-bologna being the most notable! Children also dramatize the Rosa Parks story to talk about White and Black as terms attributed to whole groups of people who really aren't that exact color, and they discuss the exclusionary practices associated with those terms.

Sharing: Process and outcomes
Teachers at the Eliot-Pearson Children's School regularly use documentation to make learning visible to children, families, and school visitors (Rinaldi 2006). Teachers wanted to share what was happening with the anti-bias work and created documentation to show the scope and depth of the children's learning. The school year culminated in an anti-bias exhibition and gallery walk that was open to the public. Each classroom team made a documentation board that illustrated the different sections of the framework and shared key outcomes of the children's experiences. Visitors could share questions and comments and add their own ideas by responding to several interactive bulletin boards through writing messages on sticky notes.

Margaret's First- and Second-Grade Class Having documented classroom learning and shared the anti-bias work with families and school visitors, Margaret and her team now feel more comfortable discussing abilities and addressing unfair language in the classroom. Margaret notes the increase in children's use of the phrases "what he's [or she's] working on" and "just right" work to explain why different children have different assignments. Children share their diverse abilities with each other by writing comments on sticky notes in response to each other's pages in the classroom book. Margaret notes how children are able to take more academic risks and how she differentiates tasks in heterogeneous skill groups more flexibly, often referencing the classroom book when differences arise.

Heidi's Kindergarten Class The long-term planning time and subsequent use of the sign-up sheet enable kindergartners to plan for using classroom and school resources and to express and negotiate roles, story lines, and connections rather than arguing over who gets a turn and who gets to control the play. Teachers experiment with different ways to dismiss children at choice times, so that no one "got there first." Teachers' efforts to change some classroom structures, in tandem with the plans made for sharing bikes, support teamwork and problem solving in play.

Lisa's Pre-K Class The preschoolers share their learning by inviting families or children's caregivers who have come to school to mix paint to match their own skin colors. With the children as expert color mixers, the classroom visitors create their skin color, experiencing the expanded vocabulary about race that the children developed. On their gallery walk panel, Lisa presents information from research about race so families can see how it connects to the work in the classroom.

Conclusion

It is important to note that throughout this exploration of anti-bias topics, the teachers at the Eliot-Pearson Children's School had some key structures in place that were vital to their ability to sustain the hard work of reflective teaching, especially as related to potentially controversial topics. The following structures were included:

Make a commitment to anti-bias work. The school made anti-bias education a primary focus and was dedicated to trying out new ideas; integrating theory, research, and practice; and building a culture that allowed risk taking and making mistakes-essential components of anti-bias education. For some teachers-even those familiar with anti-bias work-their understandings of this approach broadened. One teacher reflected, "I initially thought anti-bias was about race, but I see that it can incorporate many different types of bias." Another teacher said, "I realized how frequently spontaneous teaching moments occur in the classroom. I became a better listener and was able to use everyday situations as prompts for future whole group discussions."

Use tools for staying on track. Having a tool such as the framework for anti-bias teaching supported educators as they learned to consider anti-bias issues in deeper, more holistic and intentional ways. It also held teachers accountable for keeping anti-bias education in the forefront of their teaching repertoire-implementing purposeful curriculum to move the work in the classroom forward. The framework became a filter through which teachers could discuss, plan, and gauge their work. A second teacher noted, "I feel it is important to be intentional about discussions of difference-that way children are given language and support and teachers are not caught unprepared." Additionally, the framework gave voice to new ways of thinking for teachers and children. One teacher reflected, "Children need language and experiences to broaden their understanding about diversity. The more experiences they have, the more easily they can take an anti-bias approach themselves."

Gain administrative support and dedicated meeting time for anti-bias education work. Making anti-bias education a priority for curriculum development and professional development means providing time, funds, and resources to this effort. Debbie LeeKeenan, the director of the school, made a conscious decision to dedicate staff meeting time to anti-bias work and, as a result, teachers were engaged in monthly professional development sharing and received regular feedback on anti-bias dilemmas. Teachers used a model of critical friendship and specific protocols to guide conversations and review dilemmas and students' work (School Reform Initiative 2012). Teachers then saw staff meetings as a place to "take our data and elicit feedback and reflection from colleagues, which influences our continued implementation of the curriculum." This kind of embedded professional development created trust among teachers and was an important venue for sharing entry points, feelings, thinking, and planning.

Working through the movements of the framework can bring up feelings of discomfort and move teachers to question which topics are introduced and how they are covered in their teaching practices. One teacher admitted, "It is still so hard to set priorities and decide what aspects of all the potential discussions get my attention, air time, group time, and curricular development." But teachers were adamant that the work was worth the effort. Another teacher expressed it this way: "I am a learner too. Curriculum should be about actively exploring a topic with each other. I learned that part of our job as teachers is to aid children and families in areas they may be struggling with. Though our ideas and beliefs may differ, it is still our job to negotiate through these."

Doing this work was not always easy, but it was rich, it shifted practice, and ultimately it was satisfying. Observing children as they have their own "a-ha!" moments-noticing an injustice, developing a new connection to a peer, or building an understanding of the world around them and their own role in making the world a more just place-is inspiring. It is equally satisfying to teachers to have taken a risk and stretched our own learning as a means to provide a deeper and more inclusive education for all.

References

Derman-Sparks, L., & J.O. Edwards. 2010. Anti-Bias Education for Young Children and Ourselves. Washington, DC: National Association for the Education of Young Children.

Derman-Sparks, L., D. LeeKeenan, & J. Nimmo. 2015. Leading Anti-Bias Early Childhood Programs: A Guide for Change. Early Childhood Education Series. New York: Teachers College Press; Washington, DC: NAEYC.

Kuh, L.P., D. LeeKeenan, H. Given, & M.R. Beneke. 2011. "Framework for Anti-Bias Teaching." Unpublished curriculum tool. Medford, MA: Eliot-Pearson Children's School, Tufts University.

Rinaldi, C. 2006. In Dialogue With Reggio Emilia: Listening, Researching, and Learning. Contesting Early Childhood series. New York: Rutledge. School Reform Initiative. 2012. Protocols. www.schoolreforminitiative.org.

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Moving Beyond Anti-Bias Activities: Supporting the Development of Anti-Bias Practices

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Anti-bias education is a way of teaching that supports children and their families as they develop a sense of identity in a diverse society.

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Raising our Children through the lens of Empathy, Diversity & Respect

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Raising our Children through the lens of Empathy, Diversity & Respect

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Publisher: Center for Children and Youth, a Division of Jewish and Family Services (July 8, 2020)

Children who see empathy modeled have an easier time understanding what its like to walk through someone else's shoes.

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In response to the events following George Floyd's death, my son's first grade Montessori teacher hosted a family Zoom lesson on "Difference, Respect, and Empathy." The lesson focused on accepting, celebrating, and learning about those different from us and emphasized the importance of empathy and respect for all. The teacher explained that she would not bring up the subject of police violence, but if students brought it up she was prepared to address it through the lens of what people are doing to stand up to injustice and build a caring community.

I learned so much from this lesson.

First, the teacher showed three large cards, each with a printed word: "Empathy", "Diversity", or "Respect." She reviewed the meaning of each word and then read the children's book Last Stop on Market Street (an award-winning bestseller). After reading the book, she revisited the words and led a group discussion in which the students shared how they thought the characters showed empathy, diversity, and respect.

In the days following this lesson, I kept asking myself, "How do empathy, diversity, and respect show up, not in books, but in my parenting? Not in resource lists that fill my inbox, but in the classes I teach? Not in my ideals, but in my relationships?

Those questions set me on a path of looking deeper into my own anti-racist journey, and I read My Personal Guide Towards Progress on Juneteenth. In the article, Annie Pak tells us that "eliminating systemic racism will not be easy, but committing to an anti-racist journey is feasible for every person." She helped me clarify that my personal commitment means using my role as a parent of three boys, parent educator, and speaker to teach the next generation empathy, diversity, and respect.

1. Empathy

To teach empathy to our children, it is important to adopt a parenting approach that is not about winning power struggles. Instead, focus on seeing the world through their eyes and modeling collaboration, compassion, and empathy. Children who are raised with this approach and see empathetic behavior in practice have an easier time understanding what it is like to walk in someone else's shoes.

2. Diversity

To help children appreciate our diverse world, expose them to positive and meaningful experiences with people that look different from them and choose diverse media, movies, and books. Parents can facilitate this learning by pointing out kindness to others; injustice; and how to think critically about what they hear, read, and see. When racism shows up in our lives or in the media, ask your child "What does the neighbor, reporter, author, or filmmaker want us to believe?" and "What do you think is true?"

3. Respect

Resolving conflicts is all about showing respect by acknowledging when we played a role in causing the problem-whether a child taking a toy from a friend or an adult acting from a place of unconscious bias, privilege, or racism. Parents that model conflict resolution are teaching kids to respect others and take responsibility for their actions. You can illustrate this behavior by saying things like, "I did something you didn't like. How did it make you feel?" and "I'm sorry. What can I do to make it better?"

Remember that your child is on their own anti-racist journey. Meet them where they are, so you can guide them to be open-minded and independent thinkers. Help them understand their journey by narrating your own process including how you may be responsible for contributing to a system of racism and what you can do to make it better.

Our partners at Common Sense Media have additional resources to help you teach your children empathy, diversity, and respect including the article How White Parents Can Use Media to Raise Anti-Racist Kids and a list of Coretta-Scott King Book Award winners.
Read more articles in our Parenting and Race series The Center for Children and Youth can help you establish healthy family routines, connect with other parents, plan activities at home, and receive critical assistance when you need it most. If you need support or guidance during this time, or are facing other challenges as a parent, we are here for you. Contact us at CenterforChildrenandYouth.org or call 415-359-2443.

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Raising Our Children through the Lens of Empathy, Diversity, and Respect - Center for Children and Youth

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Remember that your child is on their own anti-racist journey. Meet them where they are, so you can guide them to be open-minded and independent thinkers. Help them understand their journey by narrating your own process including how you may be responsible for contributing to a system of racism and what you can do to make it better.

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Publisher: Teaching Young Children (August/September 2017)

Regardless of individual needs, children are first and foremost children and best practices for children with disabilities are also best practices for all children. Look beyond the label and get to know the child as a person.

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Adapted from The Essentials: Supporting Young Children with Disabilities in the Classroom, by Pamela Brillante. Copyright © 2017 by the National Association for the Education of Young Children.

When you open your classroom door this new school year, you'll be welcoming preschoolers with a variety of experiences, strengths, and challenges. For some children, this will be their first time in a classroom, and they may struggle to follow routines and grasp concepts. Others will arrive having a lot of experience with books and language, and some may be dual language learners. A few children in your new class might have disabilities or developmental delays that impact their learning, social skills, or behavior.

You may be wondering, How do I support children with disabilities or developmental delays when I don't have any training to do that? All children learn best in a developmentally appropriate program that offers them the supports they need to participate successfully alongside their classmates. Many children with disabilities benefit from simple accommodations and modifications, while other children may need more specialized, individualized supports provided by special education professionals. These professionals will work with you, the children, and their families to help the children learn and thrive.

To be an effective teacher, remember that regardless of individual needs, children are first and foremost children-and best practices for young children are best practices for all young children. Here are some ideas to help you set the stage for a great year for everyone.

Try basic modifications

Painting and drawing: Some children have a hard time painting or drawing on a tabletop because it involves using very small muscles in the hands and wrists, which may not be developed yet. Try also setting up easels, which allow children to stand and use bigger arm movements that originate from the shoulders, which often is easier.

Books: Make board books available, and add jumbo paper clips to regular book pages to make them easier for children to turn. These modifications help children with motor delays but are also fun for everyone.

See the child as a child first

Each child is unique, and every child can learn. Look beyond a child's disability or label, and get to know her as a person. Observe children to discover what interests each one and to get ideas about what might motivate her. Talking and playing with children provides important opportunities for building trusting relationships. Set learning goals, choose strategies, and assess children's progress. And just as you do for all children, have high-but realistic-expectations for children with disabilities or developmental delays.

Reexamine your beliefs and knowledge

To be an excellent educator for all the children in your classroom, stay in touch with your inner teacher. Review both your understanding of child development and your toolkit of practices. Honestly examine your beliefs about children and families. Then think deeply about your responsibility to make learning-and the physical environment-engaging, developmentally appropriate, and accessible for all children.

Tap into the expertise of special education professionals

If a child has an identified disability or developmental delay, he receives services specified in his Individualized Education Program (IEP). The child's teacher should either be given a copy of the IEP or opportunities to review it. Don't hesitate to ask the special education teacher, early intervention coordinator, or administrator to explain anything that is confusing. They can help you adapt and modify your curriculum, physical space, materials, and educational expectations so the child can participate as fully as possible in classroom routines and activities. These professionals can also support you in identifying the child's strengths and interests, helping you find relevant ways to connect your teaching to each child.

Speech, physical, and occupational therapists who work directly with a child can also brainstorm adaptations and modifications with you. For example, for a child who has difficulty with balance and large motor control, a physical therapist could provide a special chair for the classroom and work with you to find other comfortable seating options that let the child be part of the group.

Make simple changes

Design the classroom space, routines, and activities so they are adaptable and can be used by the children in a variety of ways. This proactive approach supports children's strengths and can be modified to address children's needs. Plan activities that require more than one child's participation to accomplish a task. Instead of an adult always working with a child with a disability, pair the child with a peer buddy. Provide dress-up items with multiple ways to fasten them. Find ways to absorb background noise to avoid distracting children.

Strategies to try

While there are many strategies to support children with disabilities, here are a few.

Environment: Arrange the classroom furnishings so all children-including children with visual or physical disabilities-can move and maneuver around the room and learning centers by themselves. Make sure materials are within reach. Watch for classroom clutter and unstable flooring (throw rugs that move easily) that make the classroom space inaccessible for some children.

Routines: The best routines have a predictable beginning, middle, and end. Use visual supports, such as pictures or props, to teach children routines, help them stay engaged, and aid them in transitioning between different activities.

Peers: Peers who do not have disabilities can model positive prosocial and communication skills and demonstrate everyday routines that young children with disabilities can imitate. Classmates can also help children develop social relationships and increase their motivation to be part of classroom activities.

Noise: Managing noise in the classroom plays an important role in both learning and behavior. Loud classrooms affect a child's ability to understand increasingly complex language. Carpets and other sound-absorbing materials, like wall hangings, heavy drapes, felt, and chairs with tennis balls on the bottom of metal legs, all help reduce classroom noise.

Materials: Modifying materials in the classroom can have a big impact on independence. Add pencil grips to crayons and markers to make them easier for children with motor difficulties to hold. Gluing small knobs to puzzle pieces make them easier to pick up.Create opportunities for refugee parents to share their traditions.

Determine where individual children need more support

What do you expect children to do and learn during typical routines and activities? Consider this, then think about the supports you can provide to help a child with a disability be more independent and successful. Break down activities into smaller, more manageable tasks for her, and teach the tasks one by one. To help the child transition to a new activity, give her a picture or symbol of the area to show where to go next. If a child uses a nonverbal mode of communication (picture symbols, sign language), teach all of the children to use it.

Finally, trust your knowledge and instincts

Whatever the needs of the children in your classroom, learn to trust your instincts and rely on your professional expertise and judgment. Be willing to seek help from others who have valuable experience and knowledge to share with you. These are important things you can do not just for children with disabilities but for every child in your classroom!

COMMONLY USED SPECIAL EDUCATION TERMS

When there is a child with a disability or developmental delay in your class, you're likely to hear a dizzying variety of terms from special education professionals. Here are a few helpful definitions.

Assistive technology (AT): any item, piece of equipment, software program, or product system that is used to increase, maintain, or improve the functional capabilities of children with disabilities. Assistive technology helps with speaking, seeing, hearing, learning, walking, and many other functions. Different disabilities require different assistive technologies (wheelchairs, walkers, braces, educational software, pencil holders, communication boards).

Developmental delay: a significant lag in a child's achievement of developmental milestones in one or more areas of development (cognitive, language, motor, social-emotional)

Disability: a physical or mental condition-such as hearing loss, cerebral palsy, autism, or Down syndrome-that affects the way the body works or develops and that significantly limits a person's abilities in one or more major life activities, including walking, standing, seeing, hearing, speaking, and learning [Americans with Disabilities Act (ADA) of 1990 (Public Law 101-336)]

Inclusion: the practice of educating children with disabilities in the same classroom as their same-age peers who do not have disabilities. Inclusion is part of the philosophy that people are more alike than different, that differences make classrooms and experiences richer, and that everyone-children with and without disabilities, families, educators, and communities-benefits when children are educated together.

Individualized Education Program (IEP): a written plan for a child between the ages of 3 and 21 that outlines the child's learning goals and the services to be provided to meet his educational needs

Individuals with Disabilities Education Act (IDEA) of 2004 (Public Law 108-446): the law that governs how states and agencies provide early intervention and special education services to children and young adults

Interdisciplinary (or multidisciplinary) team: a team of professionals who evaluate a child to determine whether a delay or disability exists and whether she qualifies for services

Least restrictive environment (LRE): the educational setting that allows a child-to the maximum extent possible-to be educated with his same-age peers who do not have disabilities

Referral: a formal request that is often made by families, physicians, or teachers to begin the special education evaluation process

Sensory processing issues: difficulty handling and responding to sensory input
Note: While you may occasionally hear the older term mainstreaming used to mean inclusion, the two are not interchangeable. Mainstreaming describes a child with a disability participating in a program with her peers for just part of the day or for specific activities where she can participate without the teacher making any changes to the activity. Inclusion is the philosophy that children can engage in activities with their peers even if those activities need to be adapted or modified in some way for children to be successful.
Author's note: Different terms, such as challenged, differently abled, and s pecial needs, are used to refer to individuals with disabilities. While these terms appear to be inoffensive and seem to emphasize positive qualities, they are euphemisms and are not frequently used in the disability advocacy community (Syracuse University Disability Cultural Center). The Essentials: Supporting Young Children with Disabilities in the Classroom (the book the information in this article is adapted from) uses "child with a disability," and we do also.

Photos © NAEYC/iStock

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Every Child Belongs: Welcoming a Child with a Disability

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When you open your classroom door this new school year, you'll be welcoming preschoolers with a variety of experiences, strengths, and challenges.

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Publisher: Rasmussen College (April 11, 2018)

This article lays out eight simple ways that educators can teach children about diverse family structures in a respectful way.

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"... And the very sleepy bunny said, 'Goodnight Mom, goodnight Dad.'"

A line like this wrapping up a sweet children's story probably doesn't cause you any surprise. But if you are a preschooler with two moms or a toddler living with an auntie, then these familiar lines are painting pictures-and parameters-of what a family looks like.

Make no mistake, families with one mom and one dad are wonderful. But other family structures are wonderful as well. When kids know their family looks different than the stories represent, they can feel excluded or confused about where they fit in and if their family counts.

The importance of recognizing diverse families

"The early childhood school setting is often a child's first experience with diversity," says Dawn Kurtz, Ph.D., chief program officer at Child360. "Research has shown that between the ages of two and five years, children become aware of differences, such as gender, ethnicity, disabilities-even differences in family structures."

This can be excellent news for educators who want to instill a sense of confidence in students in the face of their differences. Kurtz explains that talking about our differences is beneficial for children's identity development, while also fostering a sense of curiosity and appreciation for other people.

"You're teaching children about respect for others. Celebrating the beauty in our differences helps to build a stronger community, diminishes prejudice or fear and enriches our society by creating global citizens in our children," Kurtz says.

On top of that, honoring diverse families in your classroom will help children feel included in their learning environment. "When children know that their family-the people they love most in the world-are valued and truly seen by their teachers, it helps send the message that they belong in that classroom," says Chelsea Myers, early childhood educator at Hilltop Children's Center. "Children learn best in that environment."

Since the heart of education is to help children learn, including diverse families in your classroom is a great goal to set for any classroom. To get your ideas flowing, we asked experts in early childhood education to weigh in on honoring diverse family structures.

8 Ways to create an inclusive environment for students from diverse families

1. Recognize that your assumptions carry weight

Teachers know even the youngest students are extremely perceptive. That definitely includes observing the teacher. Your reactions to questions kids ask about the differences they observe in people around them, for example, paint a landscape for your students. And at an age where you might be one of the only adults they interact with outside the home-your opinions have major impact.

"An educator plays an integral role in helping to shape how a child views themselves, their family unit and the world," Kurtz says. "Research reveals that by age two, babies use observations to classify who 'their' people are, and show preference based upon skin color. These conclusions are often learned by what they perceive from their caregivers."

In the same way, Kurtz explains, children make connections about how their caregivers perceive family systems. If teachers speak about families in exclusively "mom and dad" terms, kids notice. But even a little awareness goes a long way. Teachers who are aware of diverse families can intentionally loop in examples and encourage children to realize that every family looks different.

"The most natural approach is to create an environment that celebrates all differences as a whole," Kurtz says.

2. Add a few characters to dramatic play environments

If your classroom has a play area, a dollhouse or any zone that encourages kids to play act, be sure to include characters and dolls that encourage inclusion.

"Offer persona dolls in the dramatic play areas and have displays around the classroom that include photographs of people from around the world," Kurtz suggests. Maybe this means adding a grandma and grandpa to the dollhouse-or costume clothing choices from around the world. According to Kurtz, a classroom that celebrates differences in all categories will best honor diverse families.

3. Allow kids to notice and talk about differences

This one might seem obvious, but it can be tricky to know what to say when a student blurts out something an adult would never say. But it's very natural for children to make observations and ask questions about race, gender and family structure differences.

"Remember, children are merely making observations of differences-what makes a boy or a girl, differences in skin color-they are not making assumptions that fall into what we, as adults, know as racism or prejudice," Kurtz says. "Every conversation and interaction is a valuable opportunity to begin supporting inclusive ideas and identity development early in life."

4. Be intentional with story time

"Books are an excellent way to start," Myers says, adding that you can find stories that lay out a counter-narrative from the norm as well as stories depicting the many ways to make a family. "These books help validate my children's own lives, they showcase ways that others live and they spark rich conversations."

"There are all types of families, including same-sex parents and multiracial parents, which can be celebrated and embraced through classroom practices," Kurtz says. Representing different kinds of families in picture books is one of the most straightforward ways to showcase diverse families.

5. Invite family members to share in class

Any activity that puts your students' family members in the classroom spotlight can teach more than words ever will. Kurtz suggests inviting family members to visit the classroom and share about their heritage. Even inviting family members to participate in show and tell for a day-or to talk about a meal they love could work.

"All of these actions help normalize the idea that all of our families do not look the same," Kurtz says. Activities like these offer the added bonus of giving you more time with your students' families. Those partnerships are known for supporting student learning.

6. Model curiosity

Curiosity about other people and their families can find roots in an amazing imagination. "When talking to kids about their play, we can help open their worlds," Kurtz says. "They are so creative already-if a baby leopard can run the fastest and fly, then it can easily also have two moms."

This is another way where the creative and imaginative environment of your classroom can have a huge impact. Dream big, imagine things and ask questions. "When talking to kids about their home life, we can be the ones modeling curiosity about others instead of judgment," Kurtz says. "We can ask questions instead of making assumptions."

7. Look into free resources

Trying to add diverse families to your curriculum or classroom environment can feel like a big task, but Myers encourages everyone to take advantage of free resources. "You don't need to reinvent the wheel-people have been working on this for a long time."

For ideas, Myers suggests checking out your state's ECE licensing website. "They may offer financial assistance, calendars of trainings or maybe even book lists or other classroom resources." Expanding your work in this way might not feel easy, "But it will be worth it," Myers says.

8. Emphasize the importance of family

In a sense, honoring diverse families boils down to the idea that every family is valuable and important. Family structures, no matter what they look like, are the foundation your students are standing on. That is always worth encouraging.

"It's important to have a baseline of valuing the families that are in your classroom, even if they all look like the stereotype," Kurtz says. "Making a family book from photos or displaying photos of your children's families around the classroom or school is one way to get that ball rolling."

Making every family important in the classroom space is an excellent way to encourage your students to understand and respect the value of all families and not just the ones that look similar to their own families.

Building on a solid foundation

The best teachers are always going the extra mile for their students. When you see those little eyes light up with understanding, the extra effort you put into your job feels so worth it. In the end, it's about how they develop and approach their own lives.

"As these children grow up, I want them to know that it's wonderful that the people around them are different," Myers says. "I also want them to know that however they make a family later in life is wonderful."

Education is the foundation for a diverse and prosperous future-and while it may seem easy enough to follow the "Golden Rule" of treating others as you'd like to be treated, we all have our blind spots. One way to fix that is to enroll in an ECE program that challenges students to recognize these biases. Learn more in our article, " 5 Ways Rasmussen College ECE Students Are Equipped to Educate in a Diverse World."

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8 Ways to Honor Diverse Family Structures in the ECE Classroom

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Diverse families are represented in every classroom, so how are you incorporating this into your lessons? Get some ideas from early childhood experts on how to honor various family structures in your curriculum.

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Publisher: Young Children (March 2019)

Gender-inclusive spaces allow children to easily move between roles or materials commonly regarded as male or female without any gendered expectations or barriers.

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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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Their mission is to provide resources, programming and support for students, teachers, families and community members to support equity and achievement in SPPS.

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Center for Equity and Culture / CEC Homepage