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I Like Myself!
Written by Karen Beaumont
Illustrated by David Catrow
Published by Houghton Mifflin Harcourt
This book supports and encourages self-love and acceptance. With rhyming words and affirmations, this book helps children to celebrate themselves!

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This resource is free for all families that helps connect them to their local community to help support the children and the family's well-being.

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Since the beginning Help Me Connect partnered with Tribal Nations and American Indian communities. Tribal meetings were held and provided specific recommendations for resources to be included. Additionally, Tribal Nations will be included in ongoing community engagement sessions to review and recommend new resources.

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My Shadow is Pink
Written by Scott Stuart
Published by Larrikin House (March 13, 2023)
This book touches on gender biases and the concept of gender identity.

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This article explains diversity, how to support children, and engaging in meaningful partnerships with parents.

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Cities have traditionally been centers of diversity. While urban schools may face complex challenges in providing effective education for children who speak many languages, they also have access to resources and supports not found in suburban and rural areas. Even though each city is unique, cities have a lot to learn from each other about how they support children and families from many different cultural and linguistic backgrounds, and the breadth of their experiences can be informative for nonurban communities as well.

Supporting children's learning in their home languages is important

Although some educators may feel that because of the diversity of our cities, an English-only approach is the easiest, and possibly the fairest, approach to educating all children who are DLLs (dual language learners), in practice, this approach has been found to reduce successful outcomes for young children (Espinosa 2015). This article highlights stories about communities like Portland, Oregon, and Washington, DC, that illustrate the positive differences that can be made when attention is given to each child's learning in their home language while they are learning English. Research has repeatedly supported this finding-supporting children as they learn in their home language is important (Nemeth 2012; Espinosa 2015). The evidence is so compelling that success depends on making every effort to provide as much home language support as possible, even though that may mean some children get more support and some get less. How those supports are implemented will change, depending on the languages of the children, the resources available, the languages of teachers and staff, the curriculum, and other factors.

New urban trends

While cities have always attracted immigrants who speak languages other than English, there are some new trends in cities impacting how schools and teachers are supporting DLLs.

Charter schools

Neighborhood schools tend to have concentrations of languages that reflect the population of that community. Many cities now have a school enrollment system that does not obligate families to attend neighborhood schools. For example, the FACT (Folk Arts-Cultural Treasures) Charter School in Philadelphia was founded by members of Asian Americans United along with the Philadelphia Folklore Project as a K-8 school to serve the diverse Chinese and Asian immigrant population of Philadelphia's Chinatown and surrounding areas. Although the school has a strong emphasis on Chinese language and culture, it enrolls many Hispanic students as well as children from other immigrant and nonimmigrant backgrounds as neighborhood boundaries continue to soften.

Supporting new and more languages

At the same time, cities are seeing new language or cultural communities rise up very quickly. For example, Dayton, Ohio, is the only member of the Council of the Great City Schools (Uro & Barrio 2013) that lists Turkish as one of its top five languages. This is due to the rapid growth of the city's Ahiska Turkish community since 2011. To be successful, urban school districts must build relationships with long-standing population groups in their area while being prepared to respond to unexpected population groups or individual families as well.

The New York City Department of Education lists more than 160 languages among its students and employees (NYC Department of Education 2016). Los Angeles reports 92 languages (LARAEC 2016) and Washington, DC, confirms over 200 languages (DC Public Schools, n.d.). These high-diversity cities often make their acceptance of diversity explicit. Many New York City school buildings post signs in multiple languages. When I visited a smaller city with a similar level of diversity, I found that the school board building and school enrollment offices had no information or signs in any language other than English. Consider the impact of these two visual approaches when new families come to enroll their children in city schools for the first time.

Common languages

High-population neighborhoods with a concentration of one ethnic, language, or cultural group place extensive demands on a school district to meet their particular needs. In some cities, there can be hundreds or thousands of children speaking a particular non-English language. This may be Spanish-but in some cities that language might be Chinese, Tagalog, Vietnamese, or Somali. These concentrated communities also provide unique opportunities to recruit teachers, paraprofessionals, and volunteers who connect well with students from the same community.

Businesses in a neighborhood may be ready and willing to support the school's particular population with funds, supplies, advocacy, and bilingual volunteers. A concentrated population means there may be social and cultural organizations and communities of faith that are strongly connected and willing to help. Some city schools are masterful in their ability to build strong community relationships that help them meet the needs of diverse young children and their families. Others have not yet taken advantage of these opportunities but will find many ideas in their community they can replicate.

Many Latino families in the New York/New Jersey area are from the Puebla area of Mexico, and many of them have settled in Passaic, New Jersey. The government of Puebla recently established an agency, Mi Casa es Puebla, with offices in Passaic. The staff have built a mutually beneficial relationship with the nearby Head Start program, and are building connections in the local community, sharing meeting space, and distributing Mexican learning materials and programs.

Rare languages

A different challenge occurs in urban areas when there are so many different languages that it is not possible to find appropriate books and materials for each and every language. Take another look at the hello sign from New York. It is impressive to see a sign with so many languages represented, but when you consider that the district actually has more than 180 languages, you realize how many students are left out of these efforts. Urban areas attract clusters of immigrants from certain countries, but they also attract immigrant families from small countries who speak rare languages. A small district might encounter one or two children who speak a low-incidence language, but in some cities there can be one or two children from each of 20 languages or more. The concern is that educators and administrators see how much work and money is going into supporting the high-concentration languages and may feel they have things covered, when the reality is that many children are still left out. When asked by a state or national survey whether they provide early learning supports for dual language learners, they can accurately say yes, but they are doing a lot for some and nothing for others.

Partnering with diverse families

Whether you work in a big city or a small town, partnerships with families are certainly important to your work in early childhood education. Urban programs with lots of diverse families need lots of resources to help them become fully engaged. When many families are bilingual, programs can provide resources by forming a core group of ambassadors to welcome and support newcomer families and to help a diverse school run more smoothly.

One teacher in the Living for the Young Family Through Education (LYFE) program in New York City involved families in the classroom by inviting young mothers to bring traditional dishes from their home countries to school for the toddlers. Using invitations, picture signs, and word of mouth, the teacher got all of the parents involved. The families in this small class were from different countries, some speaking rare languages such as the Senegalese Mandinka language. They filled the classroom with language, stories, and food-some even wore traditional garb. The teacher took photos to make a class book. Photo captions were later translated, with the help of family members, to represent every language used in the classroom.

In cities with larger groups of families who share a language or cultural background, the families may gather together to form a stronger voice with which to influence practices and policies in your program. Successful parent engagement, especially with large groups of vocal families, depends on navigating these interactions with respect and openness. Professional development can help staff become more effective in their work with diverse families and help to reduce burnout (Vesely & Ginsburg 2011). An advantage of urban locations is that early childhood programs are close together and can join forces to address community needs and to share professional development events and resources as they work to build family engagement throughout their communities. According to the Council of the Great City Schools report (Uro & Barrio 2013), most of their member schools reported using Title III funding for parent engagement activities.

Partnering with communities

Most city neighborhoods have libraries. Some successful, diverse programs partner with librarians to order books and materials in each language needed for their classrooms. Introducing families to the local library is another good way to build family engagement across languages and cultural differences. Your program could uphold developmentally appropriate practice by building its own language resource library filled with materials families have contributed or made, purchased books and materials that have been translated into different languages by the families, and culturally appropriate props, such as cooking utensils, decorations, musical instruments, clothing, and sports equipment.

Another advantage of urban settings is the availability of foundations and funders that focus on initiatives to help the city or who work specifically to support particular population groups that come to your program. A great place to start building these relationships is to make a connection with your local United Way or community-based charity organization.

Examples from cities across the United States

The preschool program run by the Camden, New Jersey, school district established model bilingual classrooms to help early childhood teachers be more effective with diverse young children. Cities like New York and Washington, DC, are responding to increasing demand for dual language immersion classes by expanding their offerings to more grades and more locations, and adding languages to the plan, such as English/Arabic or English/Mandarin. In an unprecedented move, the Clark County school district

that includes Las Vegas added days to the school year by establishing the Zoom Schools program to address achievement gaps for dual language learners in the early grades (Clark County School District 2014). Funded by the state, the program added additional school days for at-risk children, curriculum resources, professional development for teachers, universal preschool, full-day kindergarten, and enhanced family engagement programs. Immediate results were seen in closing the score gaps on the district's preschool assessment of literacy and math learning.

Leaders of Portland, Oregon's David Douglas school district recognized that they were not providing effective services for the district's large and growing population of dual language learners. They brought together multiple stakeholders and blended a variety of public and private funding sources to plan and implement improvements in their schools. By combining the resources available to a city school district, David Douglas leaders were able to create an extremely comprehensive plan and set up the system-wide changes needed to accomplish it properly. With changes in their instructional model to bring a clear focus on oral language development, professional development for teachers, and expanded family engagement strategies, measurable improvements were achieved. This underperforming, high-needs urban district had student outcomes that rose to meet state benchmarks once the changes were put into place (Williams & Garcia 2015).

Strategies that work in diverse urban settings

Many programs hire bilingual paraprofessionals to meet the diverse and changing language needs of children in their programs. These positions have lower salaries and fewer requirements than teachers, so districts and preschools find it easier to add them to staff rosters. To make this strategy work, orientation and professional development supports are critical. Reaching out to families and community members to find and hire teaching assistants who speak the children's languages is a great idea, but the assistants need to know how and when to use those languages in the early childhood classroom according to the policies and curriculum of the particular program (Nemeth 2012).

Some cities are also taking an aggressive approach to recruiting bilingual teachers. For example, we see city school districts hosting vendor booths designed to attract bilingual teacher candidates at bilingual education conferences outside of their own states. Many cities are also working more closely with colleges and universities to ensure that qualified teacher candidates represent the backgrounds and skills needed in the school district (Uro & Barrio 2013). Some districts, such as those in Chicago and Philadelphia, have rushed to require or recommend that early childhood teachers return to college to obtain ESL (English as a second language) endorsements to their teaching certificates. For this policy to work, most ESL programs at colleges need to update their courses to include content addressing the particular needs of young language learners. Changes in professional development and preparation of teachers is a necessary piece of this effort to ensure success.

Diverse early childhood programs need books, manipulatives, pretend play materials, and displays that reflect the languages and cultures of the children. Urban centers have access to a wealth of possibilities to meet these needs, but city districts should coordinate resources to ensure that all programs, large and small, have access to these needed supports. One key component for success that cities can offer is Internet access. Digital and online resources allow programs to respond to many languages and cultures by providing options for book translations, links to cultural information, and learning activities open to different languages.

Looking toward an increasingly diverse future

Urban early childhood programs face many challenges as the diversity of our population of young learners continues to grow. Their efforts to include and celebrate that diversity can serve as inspiration for all early childhood educators. As programs work to weave together the threads of different languages and cultures into a tapestry of success for young children, they strengthen their ability to meet the needs of each individual child. That is truly the goal of developmentally appropriate practice for our entire field.

References

Clark County (Nevada) School District. 2014. "Zoom Schools and a Focus on English Language Learners." Just the Facts. http://promotion.ccsd.net/wp-content/uploads/2015/04/JTF-Zoom-Schools-12....

District of Columbia (DC) Public Schools. n.d. "English Language Learner (ELL) Support." http://dcps.dc.gov/service/englishlanguage-learner-ell-support.

Espinosa, L.M. 2015. "Challenges and Benefits of Early Bilingualism in the Unites States' Context." Global Education Review 2 (1): 14-31.

LARAEC (Los Angeles Regional Adult Education Consortium). 2016. "Los Angeles Unified School District." http://laraec.net/los-angeles-unified-school-district.

Nemeth, K.N. 2012. Basics of Supporting Dual Language Learners: An Introduction for Educators of Children From Birth Through Age 8. Washington, DC: NAEYC.

New York City (NYC) Department of Education. 2016. "Office of English Language Learners 2013 Demographic Report." http://schools.nyc.gov/NR/rdonlyres/FD5EB945-5C27-44F8-BE4B-E4C65D7176F8....

Uro, G., & A. Barrio. 2013. English Language Learners in America's Great City Schools: Demographics, Achievement, and Staffing. Washington, DC: Council of the Great City Schools.

Vesely, C.K., & M.R. Ginsburg. 2011. "Strategies and Practices for Working With Immigrant Families in Early Education Programs." Young Children 66 (1): 84-89.

Williams, C.P., & A. Garcia. 2015. A Voice for All: Oregon's David Douglas School District Builds a Better PreK-3rd Grade System for Dual Language Learners. Washington, DC: New America Foundation.

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Extreme Diversity in Cities: Challenges and Solutions for Programs Serving Young Children and Their Families

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While urban schools may face complex challenges in providing effective education for children who speak many languages, they also have access to resources and supports not found in suburban and rural areas.

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This clip from Sesame Street is Elmo and friends meeting Julia, a new friend with autism, and the adult explains how Julia might not do things as expected. The friends learn about how Julia likes to play and interact.

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Sesame Street: Meet Julia (Full Clip | 10 Min)

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These three activities are great for teachers or caregivers to do with children. Each of these activities will give children a chance to learn about and practice empathy.

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Empathy is an essential social skill for life because it's about understanding how other people are feeling or how they might feel in a given situation. Through empathy, we can predict how our actions may impact others-before we act. And when people act toward us, empathy skills can help us better understand what they're doing and why. (See this definition of empathy for kids.) So empathy is an important skill to develop starting when children are young, because it helps children understand what's happening around them and it offers clues that help them decide how to interact and get along with their friends, family, and teachers. As children grow up and go out into the world, a solid foundation in empathy can help them maintain positive relationships at work and in the community. Understanding how people feel is a core skill for everyone in a society where we strive to treat others the way we want to be treated. But how do you teach kids empathy?

Teaching empathy to children

With children, teaching empathy focuses on 1) interpreting how others feel and 2) trying to see other perspectives. We can start a child's journey to build empathy by teaching them to read faces and body language so they can accurately predict others' emotions. We can also help them understand that different people may feel differently, even in the same situation. These quick and fun activities are a great way to help children start to build social skills around empathy and seeing other perspectives.

Empathy Activity 1: Is it a 6 or a 9?

Step 1- For a quick lesson in understanding others' perspectives, place a page on a table with the number 6 printed on it. ( Download a print-ready "6" here.)

Step 2- Separate the class into two groups and have each group stand on opposite sides of the table so the number looks like a 6 to one group and a 9 to the other. Ask students on one side of the table what number they see, then ask the other students. One side will see a six, the other side will see a nine. Next, have the children switch sides, standing on the opposite side of the table to see the paper from the other group's perspective. Now what number does each group see?

Step 3- Discuss how sometimes people disagree, or don't understand each other, because they don't see the situation from the same perspective. Teaching children to try standing on the other side of the table and to try seeing the situation in a different way can help them understand how others are feeling and open ideas to new ways of dealing with it. Seeing other perspectives is a core skill in building empathy and feeling more compassion toward other view points.

Empathy Activity 2: Reading facial expressions

Picture books are a great way to teach empathy because children can learn to read facial expressions and body language from the illustrations. Try the book "What if?", a story about a young boy who learns to consider how his actions impact other people. Throughout the book, there are plenty of opportunities to discuss how the characters feel in each situation by reading facial expressions and body language. You can also use this Predicting Emotions Presentation or worksheet that highlights facial / body expressions from the book and helps children identify emotions.

To talk about empathy, use the scene in which one boy is pointing at another child and laughing (see images left). In the top image, discuss how each child is feeling. What are the different perspectives of the two children? Next move on to the lower illustration where the boy who was pointing in the top picture is now the one being laughed at. How does it feel to be teased when the table is turned? This activity helps children predict emotions and see that perspective changes depending on where you are in the interaction.

You might like to try the empathy lesson plan that goes along with What if?.

Empathy Activity 3: Video on good sportsmanship

This video shows a beautiful display of empathy by a youth sports team that just won the world championship in soccer. Despite their glee and success, they are moved with empathy for the other team and put aside their own celebration to offer comfort. It is empathy in action.

Find more videos that teach empathy in our Best of the Web Social Skills Videos.

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Help kids build empathy skills with these 3 fun, easy empathy activities for elementary social emotional learning and character education.

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This article defines what anti-bias education is, why it is important, and gives teaching strategies for ECE classrooms.

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Children often don't know that the things they hear, see, and feel can lead to bias. It's not something we regularly discuss, especially with young children, because we might assume they're not old enough to understand it. However, the truth is the earlier they're exposed to anti-bias education, the better.

Anti-bias education is a critical aspect of early childhood development that helps children understand, recognize, and challenge discrimination, bias, and unjust behavior. As a teacher, you have the duty to promote equality, justice, and understanding among your preschoolers-anti-bias education can help you do just that.

What is anti-bias education?

Anti-bias education emphasizes using an inclusive curriculum reflective of diverse experiences and perspectives to develop a safe learning community and, hopefully, community at large. It also allows biases to be acknowledged, explored, and respectfully challenged.

The biases you acknowledge can vary but should include the following:

Race

Religion

Gender identity

Sexual orientation

Language

Culture

Learning style

Socioeconomic status

Body type

Disability

Why is anti-bias education important?

While we might like to think that we don't allow our biases to impact us in the classroom, they can play a significant role in how we instruct children. According to a recent study of almost 70,000 teachers, 77% demonstrated implicit bias, and 30% showed explicit bias. Jordan Starck, the study's author, stated, "Teachers are probably more well-intentioned than the general population, but they still have the same bias levels."

This study shows that the majority of adults carry biases. These beliefs are often passed on to children who grow up to carry the same beliefs. Anti-bias education is designed to end this cycle.

According to the National Association for the Education of Young Children (NAEYC) , there are four primary goals of anti-bias education: identity, diversity, justice, and activism.

Here's a brief overview of these goals to further explain why anti-bias education is crucial.

Identity

We want our children to develop a strong sense of who they are and feel pride in their background and family structure. Positively acknowledging and describing their personal and group identities sets the foundation for a solid anti-bias education.

Diversity

After gaining confidence in their identity, children should learn that one identity isn't better than another. Then they can develop the understanding that people have similarities and differences and there's beauty in our diversity. We ultimately want them to know how to treat everyone with respect, no matter how different they might seem.

Justice

With an understanding of identity and diversity, children will learn to identify and acknowledge that bias can hurt themselves and others. They'll develop the age-appropriate vocabulary to explain prejudice and its impact on others. This goal requires critical thinking, a powerful skill to practice as they learn what is and isn't "fair."

Activism

The final goal is for children to stand up for themselves and others when bias occurs. They may respectfully stand up to peers (and maybe even adults) who say unkind words and exclude others or treat others unjustly. The goal is for them to learn appropriate and respectful ways to call out biases and stand up against them.

Anti-bias teaching strategies

With the goal of anti-bias education in mind, here are a few strategies you can use to accomplish the goal.

Diversify your curriculum

You can teach the same curriculum in various ways, and it's ideal to do so in a manner that incorporates diverse perspectives and experiences. These should reflect your children, your community, and the world.

An easy way to do this is to choose books highlighting diverse experiences. You can easily show people of different backgrounds having ordinary life experiences. Keep in mind that books showing diversity don't have to be centered around the characters experiencing unjust acts.

Address biases you see

You can model how to acknowledge and address bias while teaching. Maybe you're reading a book where everyone is the same in some way. Perhaps they're the same race, or their hair is all the same. Use this as an opportunity to highlight the bias. You can do the same with games, flashcards, and videos.

Share stories of people who fought against biases

You can share the stories of people throughout history up to the present day who have fought against biases. While sharing information about these individuals, you can also discuss how groups worked together to fight against biases. For example, sharing the story of Martin Luther King, Jr. shows how a great man did even greater things with the thousands of people who marched with him to fight for the ideals he firmly believed in.

Discuss children's biases

There will be plenty of opportunities to have age-appropriate conversations about the biases occurring in your classroom. Have a discussion if you hear children making inappropriate statements. It can be a one-on-one discussion with a child, a small group discussion with those involved, or a class discussion for everyone. You can decide based on the context and what's most appropriate. Allow the children to follow your example and speak respectfully and thoughtfully during the discussions. This allows them to use their critical thinking skills to examine their own biases and question the assumptions they carry.

Anti-bias curriculum activities

The activities you introduce to your preschoolers will help them develop a more inclusive and equitable worldview. In turn, they will show more understanding and empathy toward others.

Here are some anti-bias curriculum activities you can incorporate in your early childhood classroom.

Celebrate identity with art: Allow the children to showcase their identity through art. Provide them with crayons, markers, and construction paper that reflect their skin, hair, and eye color. If adding different art mediums, you can also involve materials that more accurately represent their hair type and other features.

Share what makes you unique: Everyone is different, and the more we acknowledge those differences, the better. You can have a "show and tell-unique edition." During this activity, allow your children to bring something from home that represents their uniqueness and share it with the class.

Acknowledge holidays celebrating diversity: Everyone enjoys the major holidays like Christmas and Easter, but what about lesser-known celebrated holidays? You can use these as opportunities to honor those with different backgrounds. Here are some examples:

January 4: Birthday of Louis Braille, who created the system we now know as braille for those who are visually impaired

February: Black History Month, a great time to honor the contributions Black people have made to our country and around the world

April 2: World Autism Day, a day used to spread extra awareness about autism

June: Pride Month, a month dedicated to the celebration of lesbian, gay, bisexual, and transgender pride

August 30: Al-Hiriji, which marks the start of the New Year for Muslims

As you create your lesson plans, remember you don't have to start from scratch. Brightwheel's learning feature makes lesson planning a breeze. Easily customize your curriculum to suit any anti-bias goal you have for your classroom.

Anti-bias early education resources

You don't have to figure out how to create a more inclusive anti-bias classroom on your own. Many anti-bias early education resources are available to help you teach about diversity, equity, and inclusion in a developmentally appropriate manner.

Here are a few options to consider:

Curriculum guides: Companies develop curriculums across all grade levels explicitly teaching anti-bias and incorporating it into other lessons. You can turn to these curriculum guides as you develop plans for your classroom.

Professional development: You can turn to workshops, webinars, courses, and other training materials to learn how to understand and address bias and discrimination with your preschoolers in a way they'll understand.

Books: There are numerous books on anti-bias and multicultural education that can provide you with a deeper understanding of the topic.

Bias assessment tools: To better teach your children how to address their biases, you want to ensure you're managing yours. As the leader of anti-bias education, you can understand and acknowledge any thoughts and beliefs you have that are discriminatory. Utilize various assessment tools to help you understand your underlying biases.

Professional organizations: Many organizations advocate for anti-bias education, including the Anti-Defamation League (ADL) and the National Association for the Education of Young Children (NAEYC). Research the resources they have available to learn more on this topic.

Use anti-bias education to positively influence your preschoolers

We live in a world full of diversity. From our culture to our appearance, to our family dynamics to physical and mental ability levels, we see commonalities and differences everywhere we look. If we can teach our children early on that differences make us unique, it will put us in a position to drastically reduce bullying, bias, and discrimination. It's never too soon to teach your children to value, respect, and include those in their classrooms and communities.

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Anti-Bias Education in the Early Childhood Classroom

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Learn practical tips for creating an inclusive and equal learning environment by incorporating anti-bias education in your early childhood classroom.

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Included: A book for all children about inclusion, diversity, disability, equality and empathy
Written by Jayneen Sanders
Illustrated by Camila Carrossine
Published by Educate2Empower Publishing (November 17, 2022)
This book is a helpful tool for children to understand differences in their world and encourage them to have empathy with all people.

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Written by Jimmie Allen
Illustrated by Cathy Ann Johnson
Published by Flamingo books (July 13, 2021)
This book tells children that they have a voice and with their voice, they can change the world.

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Allen, J., & Johnson, C. A. (2021). My voice is a trumpet. Flamingo Books.

Beaumont, K., & Catrow, D. (2021). I like myself! Houghton Mifflin Harcourt.

Brightwheel. (2023, May 6). Anti-bias education in the early childhood classroom. https://mybrightwheel.com/blog/anti-bias-education

Bryant, C. D. (n.d.). 3 empathy activities for Kids. Talking with Trees Books. https://talkingtreebooks.com/blog/posts/3-empathy-activities-for-kids.html

Extreme diversity in cities: Challenges and solutions for programs serving young children and their families. NAEYC. (n.d.). https://www.naeyc.org/resources/pubs/yc/nov2016/extreme-diversity-cities

Help me grow mn. FAbout Help Me Connect | Help Me Grow MN. (n.d.). https://helpmegrowmn.org/HMG/HelpfulRes/HelpMeConnect/index.html

Sanders, J., & Carrossine, C. (2022). Included: A book for All Children About Inclusion, diversity, disability, equality and empathy. Educate2empower Publishing.

Stuart, S. (2023). My shadow is pink. Larrikin House.

YouTube. (2017). Meet Julia. YouTube. Retrieved September 13, 2023, from https://www.youtube.com/watch?v=dKCdV20zLMs&t=22s.