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ERIC Number: EJ880240
Record Type: Journal
Publication Date: 2010
Pages: 15
Abstractor: As Provided
Reference Count: 41
ISSN: ISSN-1559-5692
The Power of Play and Language on Early Childhood Racial Identity in Three U.S. Schools
Earick, Mary E.
Diaspora, Indigenous, and Minority Education, v4 n2 p131-145 2010
This article includes 3 transformative action research case studies conducted in 3 geographically diverse locations--the Northeast, Southwest, and Southeast United States--with children between the ages of 4 and 7. The case studies that are the focus of this article were selected from studies collected between 1997 and 2007. The outcomes of each clearly identify issues signifying a relation among race, play, and language in both student-to-student and teacher-to-student discourse. Discussion includes how critical incident logs and language events transform White teacher identities and support self-reflection. The relations that exist among theory, practice, and academic achievement in the field of racial identity development are discussed, as is the role that play-based curriculum models can have on identity consistency in early childhood classrooms. (Contains 3 tables, 1 figure, and 2 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A