ERIC Number: EJ898681
Record Type: Journal
Publication Date: 2010-Jan
Reference Count: 50
Social Justice in Early Childhood Classrooms: What the Research Tells Us
Hyland, Nora E.
Young Children, v65 n1 p82-87, 90 Jan 2010
Children from very young ages internalize messages about power and privilege with regard to gender, race/ethnicity, class, sexual orientation, and language, which they perpetuate through their play and talk. While families are a critical piece in shaping children's values on such matters, classroom practices communicate and reinforce strong, subtle, and repeated social messages about what is and is not valued. The consequences of these messages are enormous not only for individual children, but also for a society that strives for equality and justice for all. In early childhood programs and in preschool and primary classrooms, it is critical for teachers to address injustice and develop equity-based pedagogies, because children form ideas about fairness and their own sense of identity within the larger world during these early years. This review looks at the research on early childhood teaching for equity and makes recommendations to teachers for developing such practices.
Descriptors: Social Justice, Early Childhood Education, Young Children, Social Attitudes, Educational Environment, Equal Education, Teacher Role, Teaching Methods, Cultural Relevance, Gender Issues, Critical Theory, Sexual Orientation
National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: email@example.com; Web site: http://journal.naeyc.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Authoring Institution: N/A