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The Samaritan House's mission is to preserve dignity, promote self-sufficiency, and provide hope with compassion to everyone in the community. Through their case management services, community clinics, emergency shelters, and food & financial empowerment programs, they are committed to fostering an environment and service practice where all feel valued, respected, and are free from discrimination.

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Samaritan House is leading the fight against poverty in San Mateo County. We are working to keep everyone in our community fed, clothed, healthy, and housed. We take a personalized approach to create stability, self-reliance, and success.

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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. It's not to positively support young children’s gender exploration.

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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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To support children understand diverse families this resources helps to start that conversation. We can share our children is to help them feel good about the uniqueness of their family and help them learn to accept, respect, and include people whom they may identify and experience as "different."

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Our world is incredibly diverse and families are no different, with varying configurations, beliefs, cultural norms, and personal practices. One of the most important gifts we can give our children is to help them feel good about the uniqueness of their family and help them learn to accept, respect, and include people whom they may identify and experience as "different."

Answering Questions about Diverse Family Structures

Families come in many different structures and sizes. Young children often have questions when they notice families that seem different from their own. This is a great opportunity to share your values about families, diversity, and inclusion with your child. Here are a few ideas to guide the conversation.

Keep it simple. Young children generally don't need or want long, complex answers. Something like, "Cody lives with his grandmother. His grandmother is his family," or "Malia has two mommies. They are her family," are sufficient. Preschool children are concrete thinkers and not ready for a philosophical discussion.

Celebrate diversity. Children's growing awareness of diverse family structures provides rich opportunities to celebrate family diversity and engage children in conversation about who is in THEIR family, who lives in THEIR house, and more importantly, who takes care of them. Point out the wonderful, interesting diversity of families, which might include families with only children, families with many siblings, blended families, foster families, LGBTQ families, multi-generational families, and many others. This diversity of families makes life richer.

Define what makes a family. Children tend to thrive when they come to understand there are varying family structures and that all families are wonderful, so long as the people in them love and care about each other. This repeated message helps children feel secure, even if their family configuration changes through death, separation, or other life events.

When children ask, "Can a family have two mommies?" one suggested response is: "Yes, some families may have two mommies, one mommy, no mommy, or even lots of mommies. And some families may have two daddies, one daddy, no daddy, or even lots of daddies. Some families also include grandparents, foster parents, aunts, and uncles. Other families have one child, no children, or many children. Any combination works. It's love that makes a family-just like in our family."

Children's Books about Diverse Families

Literature is a wonderful way to expose children to the world. By sharing books such as the ones listed below, you are communicating that diverse families and people are all acceptable. There may be different values and structures, but in the end...it's about family.

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How to Help Children Understand Diverse Families

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Our world is incredibly diverse and families are no different, with varying configurations, beliefs, cultural norms, and personal practices. One of the most important gifts we can give our children is to help them feel good about the uniqueness of their family and help them learn to accept, respect, and include people whom they may identify and experience as "different."

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Having a disability doesn't mean the child is different, it just means that their development is on another path. 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.

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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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Emotions Chart is important to teach your children how to identify their own emotions (and others’). Although keep in mind, even if they know how to identify what they’re feeling, that doesn’t mean they’ll be able to or be comfortable communicating it with others. Having a chart with facial expressions can help children communicate even if they don't have the words.

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What's inside this article: Tips, as well as free printable emotions charts for kids, to help children learn how to identify and express their feelings.

Figuring out what your child is feeling, and why they feel that way, can be hard. It may be even more difficult for your child. An emotion chart can help your child express themselves, and help you check in on them.

Often children don't even know what emotion they're feeling so they simply react to the physiological responses their body is having.

If your child is also struggling to communicate what's wrong, what they want and need, or how they feel, they may get frustrated.

That frustration from the inability to communicate, along with big feelings such as anger, fear, worry, often lead to outbursts and meltdowns.

Teaching Children to Identifying Emotions

It's important to teach your children how to identify their own emotions (and others'). Although keep in mind, even if they know how to identify what they're feeling, that doesn't mean they'll be able to or be comfortable communicating it with others.

According to Kids Helpline, children who learn how to express their feelings are more likely to:

Display fewer behavior problems

Do better in school

Be empathetic and supportive of others

Develop healthy coping skills and resilience

Have a positive self-image

Have more positive and stable relationships with others

Have good mental health

So, how can you teach your children to identify their emotions?
Talk About Your Feelings, and Others' Feelings

How things make you and other people feel should be a regular part of how you communicate with your child. Regularly hearing about how different events affect your emotions will help your child start making their own connections about their feelings.

Share both good feelings and bad feelings with your child. For example, use positive reinforcement like "It makes me feel happy when I see you sharing with your sister". But also explain how inappropriate behaviors make you feel, such as "It makes me feel sad when you say that I'm mean."

Also, talk about how you think other people are feeling. When you're watching TV with your child, for example, make comments such as "That person is smiling, they must feel happy", or "That person looks like he feels very mad, look at his eyebrows."

If your child uses the Zones of Regulation at school, then you can also use printable zones of regulation activities. You can find some Zone's worksheets here.

If you're out shopping and hear a baby cry, ask your child why they think the baby might be crying. This gives them a chance to think about how the baby is feeling. They could be feeling sad because they're tired or hungry, too hot or too cold, as a few examples.

Name Your Child's Feelings

Along with talking about your own feelings, also do your best to identify your child's feelings.

For kids, sometimes just hearing a name for what they are feeling can be comforting. Especially if they struggle to identify their emotions.

For example, " When your brother didn't want to play you must have felt sad. It seems unfair, I know. Maybe you will feel better if we find something else for you to play with"
Over time this will help your child learn to identify their feelings and express them with words.
Use Easy to Understand Emotive Words

As your child begins learning to identify their emotions, use easy to understand emotive words. Your child needs to understand these before you can move on to more descriptive emotive words.

For example, use the word "mad" to describe irritation, anger, annoyance, frustration, etc.

Happy

Content, relaxed, peaceful, elated, overjoyed, excited, carefree, silly, gitty, ecstatic, gratified

Sad

Upset, woeful, grief, melancholy, heartbroken, defeated, rejected, disappointed, dissatisfied, remorseful

Mad

Irritated, angry, annoyed, frustrated, livid, fuming, enraged, cross, resentful, irate, displeased, irked, bothered

Tired

Worn out, fatigued, exhausted, overtired, weary, drained, unrested

Emotion Wheel

You can use this emotion wheel as a transition tool to help teach your child more complex emotive words.

The wheel is based on the Zones of Regulation and has 20 different emotions on it.

Create a Visual of How Emotions Feel Physiologically

Every emotion has a corresponding physiological response in our bodies. For example, every time I feel scared my heart starts to beat really fast, my face and hands feel ice cold, and I get "butterflies" in my stomach.

Download this free printable for "Mapping Your Feelings" and complete it with your child for different feelings.

Having a visual can help reinforce to your child what emotions cause these various sensations in the body, making it easier for your child to identify their own feelings.

We recently did this body chart activity to encourage the kids to think about how their emotions feel.

We also did an activity about what anger feels like and you can download and print that here, and well as an activity for what sadness feels like.

Talking About Feelings

Just because your child knows how to identify their own emotions or other people's emotions, does not mean they're able to talk about their feelings.
Why is it so darn hard to get your child to tell you what's going on?

Vulnerability. For starters, telling someone how you are feeling puts you in a vulnerable position. Yes, even for a child talking to their parents. A lot of adults struggle to share their emotions with loved ones.

Struggling to find the right words. Have you ever known exactly how you felt in your head but struggled to find the right words to describe it to someone else? Children struggle with this even more so, which means they just may not have the words to tell you. For older kids, it may be easier for them to write their feelings down.

They don't want to be chastised. Even though we have the best intentions, children often feel chastised by their parents when trying to talk to them. Usually, we are just trying to help, but sometimes what we need to do is just stop and listen. For example, your child tries to tell you that she "can't stand her teacher" and you say "well if you make sure your homework is passed in on time this wouldn't happen." Chances are your child knows that already. Sometimes they need to be able to vent without receiving advice.

Emotion Chart
Using this emotion chart gives your child a way to express how they feel visually instead of verbally.
It's specific enough to give you an idea of why they're feeling how they feel, as opposed to some of the other emotion charts like the emotion thermometer for example.

Once you've used this emotion chart to get an idea of how your child is feeling and what area of their life may be causing this, you can start devising your plan to figure out what's wrong.

Most children find it easier to talk about events and experiences than emotions. They're tangible things that have happened and can be described.

For example, if your child circled the angry face under " How are your friendships going?" you could start the conversation by saying "Did you get into a fight with your best friend?"

Or you can skip finding out why and just move on to helping your child find a healthy coping strategy.

For example, if your child circled that they feel sad, rather than asking questions about what happened, you can just tell them "Whenever I feel sad, I always feel better after I cuddle up with my blanket and watch my favorite TV show".
Check out this list of 119 ideas and activities for teaching self-regulation and healthy coping skills.
This gives you a chance to comfort your child, making them feel better. Without making your child feel hounded by questions, overwhelmed, vulnerable or uncomfortable.

Then, hopefully, your child will share with you when they're ready. But if they don't, that's okay too. Sometimes we need to face our problems all on our own, and that's a big step towards independence.

Feelings Check-In

Another Feelings Chart

If the first chart is too complex for your child, or if you just don't need the different categories, you can also try out this feelings chart for kids.

There are several different emotions on this chart, your child could use a paperclip on the edge of the page to indicate how they're feeling, or you could laminate it and have them circle how they're feeling using a dry erase marker.

I also have a mega bundle of printables and digital downloads that help children understand and cope with feelings. You can see samples of everything included here.

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Emotion Chart: A Simple Way To Check In On Your Child's Feelings

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What's inside this article: Tips, as well as free printable emotions charts for kids, to help children learn how to identify and express their feelings. Figuring out what your child is feeling, and why they feel that way, can be hard. It may be even more difficult for your child.

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They support children’s development of a confident sense of identity without needing to feel superior to others; an ease with human diversity; a sense of fairness and justice; the skills of empowerment; and the ability to stand up for themselves or for others. This resource outlines the four core goals to support children.

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Anti-bias education is not just doing occasional activities about diversity and fairness topics (although that may be how new anti-bias educators begin). To be effective, anti-bias education works as an underpinning perspective, which permeates everything that happens in an early childhood program-including your interactions with children, families and coworkers-and shapes how you put curriculum together each day.

This article is an excerpt of the second edition of Anti-Bias Education for Young Children and Ourselves, by Louise Derman-Sparks and Julie Olsen Edwards. An NAEYC bestseller, this book helps early childhood educators fulfill their mission of helping all children reach their full potential. The new edition-with major updates to all chapters, including gender identity-will be available early in 2020.

The four core goals of anti-bias education

Four core goals provide a framework for the practice of anti-bias education with children. Grounded in what we know about how children construct identity and attitudes, the goals help you create a safe, supportive learning community for every child. They support children's development of a confident sense of identity without needing to feel superior to others; an ease with human diversity; a sense of fairness and justice; the skills of empowerment; and the ability to stand up for themselves or for others.

Goal 1: Identity

Teachers will nurture each child's construction of knowledgeable, confident, individual personal and social identities.

Children will demonstrate self-awareness, confidence, family pride, and positive social identities.

This goal means supporting children to feel strong and proud of who they are without needing to feel superior to anyone else. It means children will learn accurate, respectful language to describe who they and others are. Teachers will support children to develop and be comfortable within their home culture and within the school culture. Goal 1 is the starting place for all children, in all settings.

Adding to early childhood education's long-term commitment to nurturing each child's individual, personal identity, anti-bias education emphasizes the important idea of nurturing children's social (or group) identities. Social identities relate to the significant group categorizations of the society in which we grow up and live and which individuals share with many others. Social identities include (but are not limited to) gender, racial, ethnic, cultural, religious, and economic class groups. (In the forthcoming book, social identity is described in detail in Chapter 2.) A strong sense of both individual and group identities is the foundation for the three other core anti-bias goals.

Goal 2: Diversity

Teachers will promote each child's comfortable, empathetic interaction with people from diverse backgrounds.

Children will express comfort and joy with human diversity, use accurate language for human differences, and form deep, caring connections across all dimensions of human diversity.

This goal means guiding children to be able to think about and have words for how people are the same and how they are different. It includes helping children feel and behave respectfully, warmly, and confidently with people who are different from themselves. It includes encouraging children to learn both about how they are different from other children and about how they are similar. These are never either/or realities because people are simultaneously the same and different from one another. This goal is the heart of learning how to treat all people caringly and fairly.

Some teachers and parents are not sure they should encourage children to "notice" and learn about differences among people. They may think it is best to teach only about how people are the same, worrying that talking about differences causes prejudice. While well intentioned, this concern arises from a mistaken notion about the sources of bias. Differences do not create bias. Children learn prejudice from prejudice -not from learning about human diversity. It is how people respond to differences that teaches bias and fear.

Another misconception about Goal 2 is that exploring differences among people ignores appreciating the similarities. Goal 2 calls for creating a balance between exploring people's differences and similarities. All human beings share similar biological attributes, needs, and rights (e.g., the needs for food, shelter, and love; the commonalities of language, families, and feelings) and people live and meet these shared needs and rights in many different ways. A basic premise in anti-bias education is " We are all the same. We are all different. Isn't that wonderful! "

Goal 3: Justice

Teachers will foster each child's capacity to critically identify bias and will nurture each child's empathy for the hurt bias causes.

Children will increasingly recognize unfairness (injustice), have language to describe unfairness, and understand that unfairness hurts.

This goal is about building children's innate, budding capacities for empathy and fairness, as well as their cognitive skills for thinking critically about what is happening around them. It is about building a sense of safety, the sense that everyone can and will be treated fairly.

Learning experiences include opportunities for children to understand and practice skills for identifying unfair and untrue images (stereotypes), comments (teasing, name-calling), and behaviors (isolation, discrimination) directed at themselves or
at others. This includes issues of gender, race, ethnicity, language, disability, economic class, age, body shape, and more. These are early lessons in critical thinking for children, figuring out what they see and hear and testing it against the notions of kindness and fairness.

These lessons build on young children's implicit interest in what is "fair" and "not fair."

As children come to identify unfair experiences and as they learn that unfair can be made fair, children gain an increased sense of their own power in the world. Children cannot construct a strong self-concept, or develop respect for others, if they do not know how to identify and resist hurtful, stereotypical, and inaccurate messages or actions directed toward themselves or others. Developing the ability to think critically strengthens children's sense of self, as well as their capacity to form caring relationships with others.

Goal 4: Activism

Teachers will cultivate each child's ability and confidence to stand up for oneself and for others in the face of bias.

Children will demonstrate a sense of empowerment and the skills to act, with others or alone, against prejudice and/or discriminatory actions.

Goal 4 is about giving children tools for learning how to stand up to hurtful and unfair biased behavior based on any aspect of social identity. Biased behavior may be directed at oneself or another. It may come from another child or adult or from children's books, television, and films. This goal strengthens children's development in perspective taking, positive interactions with others, and conflict-resolution education.

Actions of teasing, rejection, and exclusion because of some aspect of a child's social identities are a form of aggressive behavior. They are just as serious as physical aggression. The old saying "Sticks and stones may break my bones, but names will never hurt me" is false. Children's developing sense of self is hurt by name-calling, teasing, and exclusion based on identity. And children who engage in such hurtful behaviors are learning it is acceptable to hurt others, the earliest form of bullying. An anti-bias approach calls on teachers to intervene gently but firmly, support the child who is the target of the biased behavior, and help both children learn other ways of interacting.

Children's growth on Goal 4 strengthens their growth on the other three goals. If a child is the target of prejudice or discrimination, she needs tools to resist and to know that she has worth (Goal 1). When a child speaks up for another child, it reinforces his understanding of other people's unique feelings (Goal 2). When children are helped to act, it broadens their understanding of "unfairness" and "fairness" (Goal 3).

Guidelines for your curriculum

Just about every subject area in the typical early childhood program has possibilities for anti-bias education themes and activities. For instance, early childhood education themes of self-discovery, family, and community are deeper, and more meaningful, when they include explorations of ability, culture, economic class, gender identity, and racialized identity. So, too, issues of fairness (Goal 3) and acting for fairness (Goal 4) arise as children explore various curriculum topics.

Differences do not create bias. Children learn prejudice from prejudice -not from learning about human diversity. It is how people respond to differences that teaches bias and fear.

The ideas for specific anti-bias education content and activities come from three major sources. One is from children's questions, interests, or interactions with each other that classroom teachers see as important to respond to and develop. Teacher-initiated activities are a second source of anti-bias activities, based on what classroom teachers and families think is important for children to learn. A third source is significant events that occur in the children's communities and the larger world that classroom teachers think need to be explored with children.

Here is an example of an anti-bias education topic at snack time.

It is snack time in the 4-year-old room. The teacher sets a small pitcher of water on the table for children to pour and drink. Lupe, whose home language is Spanish, looks up and asks, "Agua?" Casey, sitting next to her, says with annoyance, "No! It's water-not ahhgwa" (exaggerating the pronunciation). The teacher stops what she is doing and turns to Casey and says, "Lupe is right. What you call 'water' her family calls 'agua.' There are many words for water, for crackers, for oranges, for everything! We all have words. We have different words. It's pretty wonderful!"

At group time, the teacher follows up by asking children about the different words they have for people in their family. As the children call out Grandma, Oma, Pops, Daddy, Papa, Abuelita, and more, she writes them on a chart. She assures them that none of the words are wrong. They are just different. And they all mean someone who loves them.

Meet anti-bias goals in every corner of the classroom

The ongoing examination of how people are simultaneously the same and different provides children with a conceptual framework for thinking about the world they live in. For example, children playing with blocks can learn that although some children like to build tall towers and some like to build long, flat structures on the floor, all the children like to build. Art projects can show enthusiasm and admiration for blacks and browns along with all the other wonderful colors of the spectrum. The common curriculum topic of harvest time can include respecting and making visible the people who grow, pick, and transport our food.

Everyday activities offer opportunities for Goals 3 and 4 as well. Arguments over toys can include discussion of fairness and kindness. Exclusionary play, stereotypes in books, or teasing are experiences open to critical thinking about hurtful behavior and for problem solving toward just solutions.

Planning Anti-Bias Education Activities for Your Program's Curriculum

An anti-bias education approach is not a recipe. Rather, teachers include anti-bias issues in their planning by considering the children and families they serve and the curriculum approach their program uses. Here are key questions to ask yourself as you and your colleagues plan learning activities and environments. Begin by asking yourself these questions for one or two activities a week, and see how they change what you do and how the children respond.

Where do I best fit anti-bias goals and issues into my curriculum plans for the day and the week?

Who might be left out of this curriculum? How will I use the topic to include each child, connecting to the diversity of their social identities and to their individual needs? How can I be sure no one is invisible or unnoticed?

What ideas, misconceptions, and stereotypes might children have about this topic? How can I learn what these are and provide accurate information and counter misinformation and stereotypes?

How can I use this topic to support and strengthen children's innate sense of justice and their capacity to change unfair situations to fair ones?

What learning materials do I need to gather to incorporate an anti-bias perspective into this curriculum topic?

Use child-initiated and teacher-initiated activities

Children's questions, comments, and behaviors are a vital source of anti-bias curriculum. They spark teachable moments as well as longer-term projects. However, it is not sufficient to do anti-bias activities only when a child brings up a relevant issue. Teacher-initiated activities are also necessary-be they intentionally putting out materials and books to broaden children's awareness or planning specific learning experiences around issues that matter to families and the community.

You do not wait for children to open up the topic of reading or numbers before making literacy and numeracy part of the daily early childhood curriculum. Because you have decided that these understandings and skills are essential for children, you provide literacy and numeracy discussions and activities in your classroom. A balance between child-initiated and teacher-initiated activities is as vital in anti-bias education as in any other part of the early childhood curriculum.

Here's an example of how a teacher begins with a children-generated teachable moment and follows up with teacher-initiated activities:

After a windstorm broke dozens of small branches off of the trees surrounding their preschool, several 4- and 5-year-old boys begin building a "club house" by dragging branches and bunches of leaves to a corner in the playground fence. Valeria (4 years old) starts dragging a branch to join them and the boys shout, "No girls allowed! No girls allowed!"

The teacher considers encouraging the boys to welcome their classmate into their play-but then she hesitates. There are larger societal issues embedded in this interaction. As an anti-bias educator, she decides she needs to address the underlying ideas, especially that girls can't or shouldn't engage in play that emphasizes physical strength or that "real boys" don't include girls in their play.

Deciding to find out what the children are thinking, the teacher asks, "Why do you think no girls are allowed?" She listens carefully to the boys' responses: "Girls can't move the big branches." "And they can't build high!" "We're going to be superheroes! Girls can't be heroes." And, finally, "We don't like girls." All these statements reflect commonly held stereotypes about girls. Additionally, she thinks, not seriously addressing the situation reinforces the additional stereotype that boys don't have to pay attention to the feelings of others.

Seeing an opportunity to expand their thinking, the teacher suggests testing these claims. She says, "Well, let's find out if girls can move the big branches and build high or not." Since many of the children are now gathering around, she invites everyone to join in the challenge. "What do you think is going to happen?" she asks. With much laughter the children run and gather branches. Some girls are faster than some boys, some boys are faster than some girls. Everyone is able to add branches to the club house, which is suddenly much higher!

Bringing the children back together, the teacher says, "It looks like both girls and boys can lift big branches and build high. Thinking that boys would be better at these things than girls was a stereotype." Several children repeat the word stereotype (preschoolers love big words!). Still holding their attention, the teacher clarifies and gives words to the program's values: "Stereotypes are unfair. In our school we want everyone to be treated fairly. What can we do so that we can be sure that we play together fairly?" The next steps are suggested by the children. One suggestion is a sign that says "Everyone can play here." "How about," says one of the boys who began this episode, "how about if we want to play alone, we just say 'you can have a turn in a few minutes'?"

Knowing that one interaction is never enough to help children think in new ways, the teacher plans and carries out further activities. She adds to the classroom library books in which female athletes and firefighters are strong and fast. At circle time, she reads books in which girls and boys play together in big muscle games. She invites a female carpenter in to help the children build with real tools. And she begins a curriculum on "Being a hero," about all the ways boys and girls can be powerful helpers.

In the next staff meeting, the teacher relates what she has done and is planning to do, and why. She asks her colleagues to consider the frequency of gendered exclusionary play in the program and they agree to take the important step of identifying how (explicitly and implicitly) they may be supporting a binary view of gender (see Chapter 9 in the forthcoming book) in their classroom. For example, how often do they call out "boys and girls" rather than "children"? Do they ask "strong boys" to help move furniture and big blocks? Do they comment on girls' clothing or hair instead of asking about their interests and accomplishments?
Do they support boys' tender, sharing, inclusive behaviors or mainly comment on their noisy, power-focused play? The teachers agree to observe each other as well as the children and see what changes they can make to avoid the damage that gender stereotypes have on children's sense of themselves and of others.

Using a combination of child-initiated, teachable moments and teacher-initiated, pre-planned activities is the most effective way to expand children's ability to grow in the four anti-bias education goals and to talk about, think about, and understand the world around them.

Pay attention to the realities of children's lives

While the four core anti-bias education goals are the same for all children, specific activities should be relevant to the children's backgrounds and their lives. Some children need support to resist messages of racial or cultural inferiority; others need guidance to develop a positive self-concept without absorbing social messages that they are the "normal" ones and other children are less than, strange, or negatively different. Children of wealthy families need help resisting the message that material accumulation defines their worth and that of others; children of families with fewer resources need support to resist messages that undercut their families' worth. Some girls may need extra support to develop confidence and interest in experiences that are math and science related; some boys may require help to develop skills for having nurturing, cooperative interactions with their peers
and to engage in play that reflects these attitudes.

Closing thoughts

As in all other areas of the curriculum, teachers tailor and scaffold anti-bias education materials and activities to each child's cognitive, social, and emotional developmental capacities. They plan and choose learning experiences that stimulate children to explore the next step of new ideas and skills and allow each child to apply new understandings and behaviors in his or her daily life.

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Understanding Anti-Bias Education: Bringing the Four Core Goals to Every Facet of Your Curriculum

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This article is an excerpt of the second edition of Anti-Bias Education for Young Children and Ourselves, by Louise Derman-Sparks and Julie Olsen Edwards.

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All Are Welcome by: Alexandra Penfold and Suzanne Kaufman
Copyright 2018
Published by Knopf Books for Young Readers
Discover a school where all young children have a place, have a space, and are loved and appreciated.
Where a group of children through a day in their school, where everyone is welcomed with open arms. A school where students from all backgrounds learn from and celebrate each other's traditions. A school that shows the world as we will make it to be.

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All Are Welcome – 🏫 Read aloud kids book about diversity and going to school!

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Strickly No Elephants by: Lisa Mantchev Illustrated by: Taeeun Yoo
Copyrighted 2015
Published by: Simon & Schuster Books for Young Readers
This story is about inclusivity of pets and a Pet Club. The Pet club segregated pets that weren't cats or dogs. So he sticks with his best friend and finds others with unique pets and make their own club.

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📚Strictly No Elephants - Read Aloud Book for Kids- Inclusion- Acceptance - Bedtime Stories Audiobook

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Becoming Vanessa by: Vanessa Brantley-Newton
Copyright 2021
Published by Random House Children's Books
This story is about the first day of school, Vanessa was at first confident on her outfit choice but when she got to school her peers were not very kind. Throughout the story she gains her confidence as she talks to her Mom.

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Becoming Vanessa [Brantley-Newton, Vanessa] on Amazon.com. *FREE* shipping on qualifying offers. Becoming Vanessa