Evaluation of an African-Centered and Culturally Responsive Pre-Kindergarten Summer Learning Program

• In Event: Thursday Roundtable Session 9:00 am
  In Roundtable Session: Black and Latinx Children, Their Education and Joy (Table 38)

Abstract

This study evaluated a pre-Kindergarten program at a school board in Ontario, which aligns with their commitment to improving the well-being and academic achievement of children. The program incorporated an Afrocentric curriculum, African-centred education, Culturally Relevant and Responsive Pedagogy and Nguzo Saba principles.
Using a mixed-methods approach, data collected from educators and parents/caregivers included focused groups, online surveys, program observations and digital documentation reviews. Findings revealed the program design and pedagogies facilitated children's exploration of race and self-identity and fostered innovation and problem-solving skills. Also, the pre-Kindergarten program positively influenced children's sense of belonging and academic, social, emotional, and cognitive development. The findings highlight the importance of preserving African and Black diasporic cultural legacies and identities in early years programs.

Authors

• Tanitiã Teyone Munroe, Toronto District School Board

• Kenneth Gyamerah, Ontario Tech University

• Stefanie De Jesus, Toronto District School Board

• Annette Walker, Toronto District School Board

• Willis Opondo, University of Toronto

• Karen Murray, Toronto District School Board

• Colleen Russell-Rawlins, Toronto District School Board