# data[].attributes.headline
You have to sign into the template from your TDSB email and make a copy.

# data[].attributes.subject
You have to sign into the template from your TDSB email and make a copy.

# data[].attributes.headline
Rider Statement for Reflections on Learning

# data[].attributes.subject
Rider Statement for Reflections on Learning

# data[].attributes.body
"The evaluations for (student)  are based on the days that she/he has been present for the program".

# data[].attributes.attachment_link.title
Strategic Questioning - Inspired to EXCEL, PREK-K slide

# data[].attributes.attachment_link.title
Sentence Starters for Reflections on Learning

# data[].attributes.attachment_link.title
Pelmo Pre-K Newsletter Summer 2019 (1) (1)

# data[].attributes.headline
It is important to ensure all families/children feel welcome and included. We need to learn more about their backgrounds through surveys, through parent meetings, phone calls, emails and their experiences. We can recommend resources and implement activities that include family members and ensure everyone is valued and their identities are respected. 

# data[].attributes.subject
It is important to ensure all families/children feel welcome and included. We need to learn more about their backgrounds through surveys, through parent meetings, phone calls, emails and their experiences. We can recommend resources and implement activities that include family members and ensure everyone is valued and their identities are respected. 

# data[].attributes.headline
A family member can come in and read with the whole class. Families coming to the classroom to play with their child and asks them questions about what they are creating and reasons behind their creation, to  better understand their child understanding of their world. Have parents come and explore the class with their child for colours, shapes, words, numbers, patterns . Parents having  conversations with   their child and  small group discussion, modeling positive social interactions.                  

# data[].attributes.subject
A family member can come in and read with the whole class. Families coming to the classroom to play with their child and asks them questions about what they are creating and reasons behind their creation, to  better understand their child understanding of their world. Have parents come and explore the class with their child for colours, shapes, words, numbers, patterns . Parents having  conversations with   their child and  small group discussion, modeling positive social interactions.                  

# data[].attributes.headline
We can learn very early on about the families through online forms and questionnaires, phone calls or interviews. This knowledge can help to build the program with family input and a better sense of who our students are. We can also leverage this knowledge to choose resources for the classroom. We can also invite parents to try activities with their children that mirror what is going on in the classroom.

# data[].attributes.subject
We can learn very early on about the families through online forms and questionnaires, phone calls or interviews. This knowledge can help to build the program with family input and a better sense of who our students are. We can also leverage this knowledge to choose resources for the classroom. We can also invite parents to try activities with their children that mirror what is going on in the classroom.

# data[].attributes.body
It is important to make sure that all families feel welcome in the learning space. They should feel like their presence is valued . For example that can be asked to share different events they celebrate or how they learned how to read when they where in school or how to count or say different words in their language. Parents/caregivers need to know that their voice is worthy to be heard.

# data[].attributes.attachment_link.title
👩🏾‍🦱 The Year We Learned to Fly! Read- Aloud Story For Kids

# data[].attributes.headline
Centre of Excellence for Black Student Achievement

# data[].attributes.subject
Centre of Excellence for Black Student Achievement

# data[].attributes.headline
moving towards critical consciousness could include how to seek and understand the truth and history of systems and institutions we engage with day to day. by highlighting the parallels in the equities we see in society, students can be better equipped to respond to misinformation, erasures of history and how technology is amplifying these inequities 

# data[].attributes.subject
moving towards critical consciousness could include how to seek and understand the truth and history of systems and institutions we engage with day to day. by highlighting the parallels in the equities we see in society, students can be better equipped to respond to misinformation, erasures of history and how technology is amplifying these inequities 

# data[].attributes.body
I believe a good start would be by helping students to name the differences that they notice among their peers. From the fact that they all have different names to the different holidays that they celebrate. Assisting students to identify their culture with help from parents teaches young learners that the differences they see make them special. Using books like "Your Name is a Song, and "All Because you Matter" helps students begin to see that their identity is important.
When students can identify who they are and the importance of where they come from a window opens. They can then learn to appreciate the cultural identities of others.

# data[].attributes.body
To critically consciousness conceivably the pinnacle of culturally relevant pedagogy ( CRP ) often proves challenging for us to leave it out of their instructional practice

# data[].attributes.body
-Being more aware
- Encourage students to embrace who they are
-Have families come to the  classroom to share knowledge about  their cultural practices
-

# data[].attributes.body
Be open to learn myself from the community and challenging the preconcieved notions.

# data[].attributes.headline
What it might look like...open conversations, examining texts and asking questions about what they think about it

# data[].attributes.subject
What it might look like...open conversations, examining texts and asking questions about what they think about it

# data[].attributes.headline
In one discussion we had about the importance of perserving water, we showed the UN video of Ayisha an african girl who traveled miles for a day to fetch 4 gallons of water for her family. We mapped Ayisha's schedule against our daily schedule. This built empathy and better understanding of the lack of clean water supply in other communities. It led us in thinking of ways to preserve clean water in our own community. 

# data[].attributes.subject
In one discussion we had about the importance of perserving water, we showed the UN video of Ayisha an african girl who traveled miles for a day to fetch 4 gallons of water for her family. We mapped Ayisha's schedule against our daily schedule. This built empathy and better understanding of the lack of clean water supply in other communities. It led us in thinking of ways to preserve clean water in our own community. 

# data[].attributes.headline
moving towards critical consciousness can help students see how truths can be erased or ignored. seeking out the truth is a practice that is being impacted by waves of misinformation and erasures of the past. classrooms can help students learn to be critical of what they see and why many aspects of society remains unfair/unjust

# data[].attributes.subject
moving towards critical consciousness can help students see how truths can be erased or ignored. seeking out the truth is a practice that is being impacted by waves of misinformation and erasures of the past. classrooms can help students learn to be critical of what they see and why many aspects of society remains unfair/unjust

# data[].attributes.body
By participating in the children’s play will allow me to be active in conversations and guide/support the children’s understanding of bias, racism and oppression

# data[].attributes.headline
exploring who is & is not represented in certain spaces

# data[].attributes.subject
exploring who is & is not represented in certain spaces

# data[].attributes.headline
Understanding different cultures and values and critical consciousness would be how different people view culture differently (in their own way). 

# data[].attributes.subject
Understanding different cultures and values and critical consciousness would be how different people view culture differently (in their own way). 

# data[].attributes.headline
Critical consciousness is to create awareness of different cultures. Getting the students to share their understanding of their culture and values, and helping them feel comfortable to share their understanding is how it would look like.

# data[].attributes.subject
Critical consciousness is to create awareness of different cultures. Getting the students to share their understanding of their culture and values, and helping them feel comfortable to share their understanding is how it would look like.

# data[].attributes.headline
centering less often told stories, exploring multiple perspectives 

# data[].attributes.subject
centering less often told stories, exploring multiple perspectives 

# data[].attributes.body
Ask students if they feel different in anyway. Open discussion with class. Guide the students about culture difference.

# data[].attributes.headline
Ask students if safety means culturally expressing  themselves?

# data[].attributes.subject
Ask students if safety means culturally expressing  themselves?

# data[].attributes.body
- be explicit (with working knowledge of information) if I don't know the answer (say I don't know yet), I can learn more from others

# data[].attributes.headline
opportunities to question commonly held notions, challenge oppressive practices

# data[].attributes.subject
opportunities to question commonly held notions, challenge oppressive practices

# data[].attributes.body
- ask students what is power and privillege? Where do they see it?

# data[].attributes.body
These are ways of teaching that can provide students with a mirror into their own cultures. A window to experience the cultures of others. As well as a sliding glass perspective where students are able to see the different perspectives that can present themselves. This means a lot to the development of every child. Many adults today wonder what greatness they could have reached if they had had the opportunities to be educated with these.

# data[].attributes.body
Africentric education to me is a specific type of education that is centered around the African principles of how learning and community happen and function. It focused on historical pride. It teaches that there was a legacy in place long before slavery. It shows me that student learning can not happen without a community.

# data[].attributes.body
Classrooms are more diverse than ever before. In our interconnected world, students bring a range of languages, literacies, and cultural practices into their schools. As educators, we’ve often thought about culture as something associated with a student’s ethnic heritage. However, a newer approach to teaching and learning called culturally sustaining pedagogy challenges us to promote, celebrate, and even critique the multiple and shifting ways that students engage with culture.

# data[].attributes.body
Strengthening students’ sense of identity and promote well-being

Promote equity and inclusivity in the classroom

Supporting critical thinking

Their voices are heard and their lived experiences are valued

Identification or acknowledgement of classmates’ common passion and cultural intersections

# data[].attributes.body
It means to empower students see themselves feel confident about themselves as human beings and express a positive identity and wellbeing. Teachers should teach with respect and compassion for the African heritage,  and include African children and their culture and languages in all teaching/learning.

# data[].attributes.headline
Afrocentric education is teaching students about their African root and culture 

# data[].attributes.subject
Afrocentric education is teaching students about their African root and culture 

# data[].attributes.headline
Is embracing student cultural and continual empower them. Whether through the representation of their art work, music etc.

# data[].attributes.subject
Is embracing student cultural and continual empower them. Whether through the representation of their art work, music etc.

# data[].attributes.body
Teaching students about their own culture. And other Africentric people who have great success, and what they went through in own life. Challenges they may face.

# data[].attributes.body
To learn how to express  identity positively and well-being.

To teach respect and compassion for the African heritage (different heritages) and include African (all) children and their culture and languages in all teaching and learning.

To optimize the development of learners regardless of their colour, creed and context.

# data[].attributes.headline
Providing students to feel included in their skin, and be building confidence. with culturally roots and differences.

# data[].attributes.subject
Providing students to feel included in their skin, and be building confidence. with culturally roots and differences.

# data[].attributes.headline
African education is important for building black students self esteem

# data[].attributes.subject
African education is important for building black students self esteem

# data[].attributes.headline
This means putting our students and families' identity and rich culture or lived experiences at the center of our curriculum and the program that we design for students. 

# data[].attributes.subject
This means putting our students and families' identity and rich culture or lived experiences at the center of our curriculum and the program that we design for students. 

# data[].attributes.headline
Seeing themselves being represented and heard during the learning process.

# data[].attributes.subject
Seeing themselves being represented and heard during the learning process.

# data[].attributes.headline
CRRP for the students means learning through my lived experiences, culture, rich history and other's culture. Because I see myself in it, I feel proud and motivated to succeed. I also become appreciative and respectful of others. Together, we have a voice and actively think of ways to contribute to my community. 

# data[].attributes.subject
CRRP for the students means learning through my lived experiences, culture, rich history and other's culture. Because I see myself in it, I feel proud and motivated to succeed. I also become appreciative and respectful of others. Together, we have a voice and actively think of ways to contribute to my community. 

# data[].attributes.headline
It would mean that students can voice their opinion and be heard, and represented in their classrooms 

# data[].attributes.subject
It would mean that students can voice their opinion and be heard, and represented in their classrooms 

# data[].attributes.headline
Providing culturally relevant resources and honoring their identity in the learning experiences

# data[].attributes.subject
Providing culturally relevant resources and honoring their identity in the learning experiences

# data[].attributes.body
I means hopefully that they can see themselves accurately represented within the space and curriculum that is being provided. It means that their voices and experiences atre valued and validated. A place where the learning experience can be meaningful , full and sweet in their outcomes

# data[].attributes.headline
for students africentric and culturally responsive pedagogy means that they are consistently seeing and imagining themselves in the classroom. they are affirmed and validated for who they are and they feel supported and understood

# data[].attributes.subject
for students africentric and culturally responsive pedagogy means that they are consistently seeing and imagining themselves in the classroom. they are affirmed and validated for who they are and they feel supported and understood

# data[].attributes.body
Culturally relevant and responsive pedagogy supports the children’s identity by allowing them to see themselves in the learning environment and provides a sense of belonging which supports the children and families well-being.

# data[].attributes.headline
Africentric Education is the focus marginalized students and how to implement a program that they are represented in

# data[].attributes.subject
Africentric Education is the focus marginalized students and how to implement a program that they are represented in

# data[].attributes.headline
rooted in non western euro centric models and world views. 

# data[].attributes.subject
rooted in non western euro centric models and world views. 

# data[].attributes.body
Afrocentric education is pedagogy that allows for planning, learning and implementaion of outcomes and processthat are embeeded within the culture and representation of Afrocentric heritage and norms.

# data[].attributes.body
Mirror and window - seeing themselves validated and represented and learning beyond their own identities to the bigger community/systems

# data[].attributes.headline
It means that my learners see themselves in the environment.  It means building pride and honoring student voices

# data[].attributes.subject
It means that my learners see themselves in the environment.  It means building pride and honoring student voices

# data[].attributes.headline
Learning/Interaction about the different cultures/identities around them and recognizing the importance of equality. 

# data[].attributes.subject
Learning/Interaction about the different cultures/identities around them and recognizing the importance of equality. 

# data[].attributes.body
Afrocentric education is providing learning experiences that respects and informs the family’s culture and identity.

# data[].attributes.body
Seeing themselves in their learning, this includes but is not limited to materials that they recognize from home. ex. Kente cloth (shapes, patterning)

# data[].attributes.body
learning (still!) how the lack of representation has impacted my sense of identity and belonging.

# data[].attributes.headline
To identify, learn and understand about cultural identities. 

# data[].attributes.subject
To identify, learn and understand about cultural identities. 

# data[].attributes.body
Teaching from an Africentric perspective, using culturally relevant materials

# data[].attributes.headline
Goal 1 Identity:  Demonstrate self-awareness, confidence, family pride, and positive social identities.

# data[].attributes.subject
Goal 1 Identity:  Demonstrate self-awareness, confidence, family pride, and positive social identities.

# data[].attributes.body
What would it look like to support students in demonstrating self-awareness? How could you do that?

# data[].attributes.headline
Goal 2 Diversity: Express comfort and joy with human diversity; accurate language for human differences; and deep, caring human connections.

# data[].attributes.subject
Goal 2 Diversity: Express comfort and joy with human diversity; accurate language for human differences; and deep, caring human connections.

# data[].attributes.body
What language would you use to affirm students?

# data[].attributes.headline
Goal 3 Justice: Recognize unfairness, have language to describe unfairness, and understand that unfairness hurts.

# data[].attributes.subject
Goal 3 Justice: Recognize unfairness, have language to describe unfairness, and understand that unfairness hurts.

# data[].attributes.body
How do you support students in recognizing unfairness? What language would you use to describe it?

# data[].attributes.headline
Goal 4 Action: Demonstrate empowerment and the skills to act, with others or alone, against prejudice and/or discrimination.

# data[].attributes.subject
Goal 4 Action: Demonstrate empowerment and the skills to act, with others or alone, against prejudice and/or discrimination.

# data[].attributes.body
How do you support students in acting against injustice and unfairness?

# data[].attributes.headline
“Who’s got the power?”: A critical examination of the anti‑bias curriculum

# data[].attributes.subject
“Who’s got the power?”: A critical examination of the anti‑bias curriculum

# data[].attributes.body
Escayg, K. (2019)

# data[].attributes.attachment_link.title
Escayg (2019). “Who’s got the power?”- A critical examination of the anti‑bias curriculum

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.body
Slide 28

# data[].attributes.headline
But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy

# data[].attributes.subject
But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy

# data[].attributes.body
Gloria Ladson-Billings
Theory into Practice, Vol. 34, No. 3, Culturally Relevant Teaching. (Summer, 1995), pp.
159-165.

# data[].attributes.headline
Moving Beyond Anti-Bias Activities: Supporting the Development of Anti-Bias Practices

# data[].attributes.subject
Moving Beyond Anti-Bias Activities: Supporting the Development of Anti-Bias Practices

# data[].attributes.attachment_link.readable_text
"My dad is thiiiiiis black!"

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

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

"Only girls can be nurses."

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

What is anti-bias education?

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

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

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

A framework for anti-bias teaching

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

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

Entry points

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

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

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

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

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

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

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

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

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

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

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

Responding

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

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

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

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

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

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

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

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

Conclusion

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

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

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

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

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

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

References

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

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

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

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

# data[].attributes.attachment_link.title
Moving Beyond Anti-Bias Activities: Supporting the Development of Anti-Bias Practices

# data[].attributes.attachment_link.description
Anti-bias education is a way of teaching that supports children and their families as they develop a sense of identity in a diverse society.

# data[].attributes.headline
Guide for Selecting Anti-Bias Children’s Books

# data[].attributes.subject
Guide for Selecting Anti-Bias Children’s Books

# data[].attributes.attachment_link.readable_text
Based on "Ten Quick Ways to Analyze Children's Books for Racism and Sexism." Updated in 2013.*
Children's books continue to be an invaluable source of information and values. They reflect the attitudes in our society about diversity, power relationships among different groups of people, and various social identities (e.g., racial, ethnic, gender, economic class, sexual orientation, and disability). The visual and verbal messages young children absorb from books (and other media) heavily influence their ideas about themselves and others. Depending on the quality of the book, they can reinforce (or undermine) children's affirmative self-concept, teach accurate (or misleading) information about people of various identities, and foster positive (or negative) attitudes about diversity. Children's books teach children about who is important, who matters, who is even visible. Consequently, carefully choosing quality children's books is an indispensable educational and child-rearing task.

It is important to offer young children a range of books about people like them and their family - as well as about people who are different from them and their family. All of the books should be accurate and appealing to young children. Fortunately, there are some good anti-bias children's books, which are available as a result of the ongoing activism of many individuals and groups over many years. However, while choices have improved over past decades, the lack of quality multicultural kid's books currently being published has frustrated many communities. The number of children of color in the United States continues to rise, but the number of books published by or about people of color stays the same or even decreases.

Check the Illustrations

Look for Stereotypes: A stereotype is an oversimplified generalization about a particular identity group (e.g., gender, race, ethnicity, class, sexual orientation, ability/disability), which usually carries derogatory, inaccurate messages and applies them to ALL people in the group. Stereotypes dehumanize people. So, too, does misinformation. ( See Box 1 below for a list of common, harmful stereotypes).

Unfortunately, all of us absorb socially prevailing stereotypes about a range of people, even if we do not consciously subscribe to them. To alert you to stereotypes in children's books, as well as other media, it is useful to list all the stereotypes you know about various groups of people as precondition for critically reviewing children's books. The books you choose should depict people compassionately and as real human beings. Also consider if images depict all people as genuine individuals with distinctive (rather than stereotypical) features. Books containing stereotypes require you to engage children in critical thinking, but should probably be eliminated from your collection.

BOX 1: Common Harmful/Undermining Stereotypes

Strong, independent girls and women are "manlike"

Book-loving or nonathletic boys and men are "effeminate"

Latino men talk funny, are lazy, gang members, or wear oversize sombreros

Latina women are earth mothers or subservient

African American men are gang members, oversexed, or underemployed

African American women are too independent, oversexed, or "welfare moms"

Arab and/or Muslim men are terrorists

Arab and/or Muslim women are voiceless and passive

All Muslims are Arab / All Arabs are Muslim

American Indians live in teepees, carry bows and arrows, or are half-naked in winter

American Indians were only significant in the past (read)

Disabled people are not independent or are to be pitied

Disabled people must "overcome" their disabilities rather than just live with their disabilities

LGBTQ+ people are invisible

Poor people are invisible

Poor people are depicted as passively needing help from others

AAPI (Asian American Pacific Islanders) are depicted as the "model minority"

AAPI are exotic or their food is exotic/abnormal

All AAPI know martial arts or are meek and compliant

AAPI are portrayed with slanted eyes or just lines to represent eyes

Jewish people are all Zionists (read)

Jewish people are wealthy and yield undue influence in the financial and political world

Look for Tokenism: This is the "one only" message. Regularly seeing only "one" person of any group in a book teaches young children about who is more or less important. Examples of tokenism include books with only one African American child among many white children or having only one book about children with disabilities among many other books. Tokenism also becomes stereotypical. It only allows children to see one view of a group of people, rather than the diversity that exists among all groups.

Look for Invisibility: What children do not see in their books also teaches them about who matters and who doesn't in our society. Invisibility in their storybooks - as well as in textbooks as they get older - undermines children's affirmative sense of themselves and reinforces prejudiced ideas about people who are not seen (See Box 2 for examples of groups who tend to be invisible). The booklists on this website include a great variety of books with groups who are often excluded. (The titles are vetted by Teaching for Change.)

BOX 2: Examples of Groups of People Who Are Often Invisible in Children's Books or Mainstream Media

Families who live in rural areas

Blue-collar workers

Musicians, artists, and writers

Families with two dads or two moms

Single mothers or fathers

Homeless families

Families with an incarcerated parent

People of Middle Eastern descent

Families who practice Islam

Transgender adults and children

Check the Story Line and the Relationships Between People

Even if a book shows visual diversity, the story line may carry biases related to how it handles power relationships among people of various identities. Are whites or male characters the central figures with people of color or female characters in essentially supporting roles? To gain acceptance and/or approval does a child of color, a girl, or child with a disability have to exhibit extraordinary qualities or be the one to understand, forgive, or change? Are the achievements of girls and women based on their own initiative and intelligence, or are they due to their looks or relationship with boys/men?

Are people of color, women, low-income families, or people with disabilities depicted as needing help or in passive roles, while whites, men, and "able-bodied" people are in leadership and action roles? How are problems presented, conceived, and resolved? Who typically causes a problem and who resolves it? Your book collection needs a balance of different people in "doer" roles.

Look at Messages About Different Lifestyles

Do the lives of people of color or people living in poverty in the story contrast unfavorably with the norm of white, middle-class suburban life? Are negative value judgments implied about ways of life that differ from the dominant culture or economic class (e.g., people are to be pitied, or the story is about one person who "gets out" of the less desirable way of life)? Do images and information go beyond oversimplification and offer genuine insights into the lifestyle of the characters in the story? Does the setting reflect current life - or past assumptions about life? Does your book collection depict diversity among people within a specific racial/ethnic group, such as a range of family structures, living environments, socioeconomic conditions and types of work, and male/female roles within the family? (Remember that every racial/ethnic group has diversity, including people who self-identify as white).

Consider the Effects on Children's Self and Social Identities

In addition to specific books, also examine your book collection. Do your books reinforce or counteract messages that teach children to feel inferior or superior because of their skin color, gender, family income, able-bodiedness, or type of family structure? At school, will all of the children you serve see themselves and their family's way of life reflected in your book collection? Will all children of color, including those with mixed heritage, girls, and children from the many types of family structures, children living in poverty, and children with disabilities see one or more characters with whom they can readily and positively identify? If they are visible in your book collection, are the illustrations and information accurate and respectful? Does your overall collection balance the backgrounds of all the children in your program? Does it also show diversity within the social indentity groups to which the children belong (e.g., a range of ways to be female and male, families reflecting different kinds of jobs within a racial/ethnic group). Does your book collection also include a balance between diversity within your classroom and beyond your classroom?

At home, does your book collection reflect diversity among the groups to which your family belongs? Does it have stories about people like you who have contributed to creating a more just world? Does it also include a range of books showing diversity beyond your family and neighborhood?

Look for Books About Children and Adults Engaging in Actions for Change

To fully develop a strong sense of self and a disposition toward cooperation and fairness, children need to know how to stand up for themselves and others when faced with unfairness. They also need to know about people from all social identity groups who have - and are currently - working for justice for all. In addition to previous criteria, here are more items to consider: The story line should be about children and adults working together, rather than perpetrating the myth that change happens because of special, individual people who do it by themselves. Does your book collection include a balance of people who have made important and honored contributions to American life as well as the world community - and not just the traditional white, male "heroes?" Do some of your books about important people include struggles for justice? Do they show people who were/are poor or from racial/ethnic groups of color? Are people with disabilities engaged in these struggles for justice?

Consider the Author's or Illustrator's Background and Perspective

All authors write from a cultural as well as from a personal context. In the past, most children's books were by authors and illustrators who were white and members of the middle class. As a result, a single cultural and class perspective dominated children's literature. There are now excellent books by people of color from a range of backgrounds - although not nearly enough. Consider the biographical material on the jacket flap or back of the book. What qualifies the author or illustrator to deal with the subject? If the book is not about people or events similar to the author or illustrator's background, what specifically recommends them as creators of the book? What is the author's attitude toward her/his story characters? Are the images accurate and do the illustrators respectfully render the people in the story? Do you have books reflecting a balanced range of author and illustrator identities and experiences?

Watch for Loaded Words

A word is loaded when it in any way demeans or makes people invisible because of any of their identities. One example is the generic use of the word "man" to stand for women as well as men (although the opposite never occurs). This traditional terminology is now questioned by many because of its sexist implications. Here are some examples of ways to avoid sexist language: community instead of brotherhood; firefighters inserted of firemen; human family instead of family of man; ancestors instead of forefathers; chairperson instead of chairman. Examples of adjectives applied to people of color that carry racist messages include: "savage," "primitive," "superstitious," "backward," "inscrutable" and "treacherous." Always consider the context in which a word is used and to whom it applies.

Look at the Copyright Date

Copyright dates indicate the publication year, not the time of its writing, which might be two to three years before the copyright date. Although a recent copyright date is no guarantee of a book's relevance or sensitivity, copyright dates are useful information. More children's books began to reflect the reality of a pluralistic society and nonsexist and non-ableist perspectives in the 1970s. Since then, the range of accurate, respectful, and caring books reflecting diversity has increased significantly (unfortunately the diversity of books published in the United States still does not accurately reflect the actual diversity of the people living here). When considering new books for your collection, begin with most recently published ones and then continue with descending copyright dates.

Assess the Appeal of the Story and Illustrations to Young Children

Although these guidelines focus on the messages about diversity and equality reflected in children's books, it is also important to take quality into account. Be sure the book is a "good read." If children find the story or illustrations boring, a book will not hold their attention, even if the book adds a specific kind of diversity you need. Check for active, interesting story lines where different kinds of people are integral to the people in the story, not the main topic. For example, in A Chair for My Mother, a young child tries to save money to get a comfortable chair for her waitress mother. Although the book shows a single parent, working-class family, and a resourceful girl, it is not didactic. Also look for illustrations that are colorful and recognizable to young children. Although they enjoy a range of styles, illustrations that are too subdued or abstract may not hold their attention.

Check for age appropriateness. Most booksellers list any picture book as appropriate for early childhood even if the story line is really for primary grade children. Sometimes a book for older children will work if you simplify the story or "tell" the story rather than read it. In some cases, this is the only way to get books that present specific groups of children (e.g., stories with Cambodian children or children with learning disabilities). Some additional issues to consider:

Many children's books use animal characters instead of people and there are some excellent books that explore diversity with animal characters (e.g., And Tango Makes Three or A Coyote Solstice Tale). Children enjoy these. However, such books are not a substitute for exploring issues of diversity and anti-bias fairness with people as the main characters.

Some early childhood teachers wonder if it is necessary for every book in their collection to show diversity. Every book needs to be accurate, caring, and respectful. However, you will want individual books about specific kinds of people (e.g., a biracial family or a family with adopted children). Diversity becomes essential in the balance of your book collection, where you want to avoid invisibility or tokenism of any group.

Folk and fairy tales have long been a mainstay of children's literature. In the cultures from which they come, folk and fairy tales were used to teach important lessons and values related to their culture of origin. Children love them in their original versions - not their commercially sanitized adaptations. However, folk and fairy tales also carry messages that convey sexism, classism, and racism and must be used thoughtfully as part of introducing young children to diversity and anti-bias values of quality and fairness.

Overuse of folk tales to "teach" about a specific ethnic/cultural group leads to misinformation and confusion. They are about animals and occasionally people from a mythical past and are designed to teach core values and beliefs in their culture of origin. They are not about how people actually live in contemporary society - and that is what young children need to understand. Information and images about how people really live now is what enables young children to build connections to people who are from different cultures while countering stereotypes that children have already absorbed (e.g., how American Indians really live).

Finally there is the somewhat sensitive issue of what to do about "classic" or "well-beloved" children's books. Many of these are wonderful as children's literature, but unfortunately they often convey values of sexism, racism, ableism, or even colonialism. People who love the books that pose this dilemma argue that it is OK to use them because they "reflect their times," which they imply somehow excuses their biased messages. For example, I adored the Babar series of books as a young child and was unpleasantly shocked to realize as an adult how much the images and story lines reflected messages of European colonialism in Africa. I chose not to use them with my own children, wanting them to learn accurate information about how people in Africa really live. Not sharing childhood favorites may sadden some, but it is far better than the harm caused by reinforcing messages of racism and colonialism.
In a nutshell - as you choose books or critically examine your current book selection, always keep in mind the power of books - their words and their images - to nurture or, conversely, to undermine a child's sense of self, positive attitude toward others, and motivation to act for fairness.
Additional Resources

Louise Derman-Sparks is an internationally respected anti-bias educator and author (along with Julie Olsen Edwards) of Anti-Bias Education for Young Children and Ourselves. She has co-authored several additional books with Dr. Carol Brunson Day (Teaching/Learning Anti-Racism), the ABC Task Force ( Anti-Bias Curriculum: Tools for Empowering Young Children), Dr. Patricia Ramsey (What If All the Kids Are White?), and Dr. John Nimmo and Debbie Leekeenan ( Leading Anti-Bias Early Childhood Programs: A Guide for Change). She speaks throughout the United States and abroad, and served on the NAEYC Governing Board from 1998 to 2001. Louise has a lifelong commitment to building a more just society for all people. Her children Douglass and Holly, now grown, were her inspiration. A Pacific Oaks College faculty member for 33 years - when its mission and pedagogy reflected anti-bias education principles - Louise is now retired.
*In 1980, the Council on Interracial Books for Children published the book Guidelines for Selecting Bias-Free Textbooks and Storybooks. A shorter version of the book in pamphlet form, "Ten Quick Ways to Analyze Children's Books for Racism and Sexism," followed. One of the first guides written for teachers and families, it became an invaluable tool for hundreds of thousands of people. Both the book and pamphlet have been out of print for several years. Rethinking Schools published their adaptation of the original Guidelines in 1994.

# data[].attributes.attachment_link.title
Guide for Selecting Anti-Bias Children's Books - Social Justice Books

# data[].attributes.attachment_link.description
By Louise Derman-Sparks Based on "Ten Quick Ways to Analyze Children's Books for Racism and Sexism." Updated in 2013.* Children's books continue to be an invaluable source of information and values. They reflect the attitudes in our society about diversity, power relationships among different groups of people, and various social identities (e.g., racial, ethnic, gender, [...]

# data[].attributes.headline
How are you supporting STUDENTS and FAMILIES to...

# data[].attributes.subject
How are you supporting STUDENTS and FAMILIES to...

# data[].attributes.body
See their identities and lived experiences reflected in the learning?

Build upon their knowledge, interests and experiences?

Guide culturally relevant topics of interest?

How might you think of yourself as a community educator, if you do not live in the community in which  you teach?

# data[].attributes.headline
How are you supporting ENVIRONMENTS that...

# data[].attributes.subject
How are you supporting ENVIRONMENTS that...

# data[].attributes.body
Encourage students to challenge stereotypes, prejudices, biases and oppression?

Provide ongoing opportunities for students see themselves reflected in positive role models from the community?

Teach to and through the strengths and wisdom of students?

Co-construct knowledge with students, families and community partners?

# data[].attributes.headline
Reflecting on Anti-bias Education in Action: The Early Years

# data[].attributes.subject
Reflecting on Anti-bias Education in Action: The Early Years

# data[].attributes.attachment_link.readable_text
The film, Reflecting on Anti-bias Education in Action: The Early Years (48 minutes), produced by Debbie LeeKeenan and John Nimmo, features vignettes of anti-bias strategies in early childhood classrooms interspersed with teachers reflecting on their practice. Debbie and John partnered with filmmaker Filiz Efe McKinney of Brave Sprout Productions to create a film that shifts the focus away from the talking heads of experts and on to the voices of teachers committed to equity on a daily basis. By taking viewers into diverse early childhood classrooms, the film seeks to demonstrate the importance of teacher reflection on identity, context, and practice in anti-bias education and provides a much-needed resource for teacher education and professional development.

The film has received numerous awards including the Silver Prize for Documentary Feature (2021) in the Social Justice Film Festival and a nomination for Northwest Regional Emmy® (2022) in the category of diversity, equity, and inclusion - long form content.

The film can be streamed at the screen image above at no charge for professional development and educational purposes. Please review information about the use of the film. The film has closed captions in English, Spanish, and Chinese (simplified characters) which can be turned on by clicking on the CC button to the bottom right of the screen. A Guidebook (available in Spanish and English) provides additional background and resources, and poses provocations and questions for reflection about each vignette in the film. The Official Trailer (3 minutes) is available for promotional purposes.

There is no "one way" to implement anti-bias education. The four anti-bias goals help guide the work. This approach involves critical thinking and a deep understanding of the complexity of the issues and the context of your community. The film is a provocation to generate dialogue about how to bring this approach into your practice.

Louise Derman-Sparks is the film's senior advisor. The film's theoretical and research framework is based on her co-authored books, Anti-Bias Education for Our Children and Ourselves (with Julie Olsen-Edwards and Catherin Goins ) and Leading Anti-Bias Early Childhood Programs: A Guide for Change (with Debbie LeeKeenan and John Nimmo).

Read the latest news about the film
See Awards and Festivals

# data[].attributes.attachment_link.title
Reflecting on Anti-bias Education in Action: The Early Years

# data[].attributes.attachment_link.description
The Film: Reflecting on Anti-bias Education in Action: The Early Years