Nurturing High-Quality Racially/Culturally/Linguistically Diverse Early Childhood Professionals: Multiple Avenues of Support

• In Event: Preparing Educators to Teach for Democracy: Inquiry, Active Learning, Culturally Responsive, Antiracist/Anti-Oppressive, Humanizing Practice

Abstract

1. Objectives or purposes
The objectives of this presentation are to shine a light on practices that provide the supports needed for the largely low-income, women of color – many who are immigrants, speak languages other than English, are first generation US born and are often the first in their families to attend college - who make up the early childhood workforce to gain professional knowledge about teaching and learning, advance toward professional degrees and state certification.

2. Perspective(s) or theoretical framework
This presentation is grounded in the knowledge that poverty and institutional racism can be deterrents to socioeconomic and academic progress – for adults as well as children. Building supports to face the challenges presented by these aspects of society can make a powerful impact on peoples’ lives. The presenter’s perspective is both as a graduate of and current instructor in the early childhood teacher education program that is the focus of this symposium.

3. Methods, techniques, or modes of inquiry
This presentation is based on a self-study conducted by the faculty of the early childhood teacher education program that is the focus of this symposium. A self-study was also conducted by the instructor of the course – Fundamentals of Teaching in Early Childhood Education - that the presenter experienced as a student in the program and currently teaches. Analysis of teaching and of children was done through close observation and documentation.

4. Data sources, evidence, objects, or materials
Data sources used to generate findings for this inquiry include the faculty self-study of the program and the course instructor’s reflections about the experiences she provides for teacher candidates, course syllabus and notes, teacher candidates’ completed course assignments, and teacher candidates’ reflections about the course as detailed in course evaluations. Additional data about the program’s, school of education’s, and college-wide supports made available to teacher candidates are also presented.

5. Results and/or substantiated conclusions or warrants for arguments/point of view
Teacher candidates of all backgrounds report experiencing strong supports from the program and the course that have enabled them to progress toward their goals despite the myriad challenges they face: single working mothers, divorce and/or abusive relationships, illness, responsibilities to parents, grandparents, and other family members, language learning, etc.

6. Scientific or scholarly significance of the study or work
This presentation will inform pedagogy as well as policies pertaining to equity and quality in the preparation of early childhood educators and subsequently the provision of optimal education and support for young children, their families and communities. Given the lack of culturally congruent educators in our nation’s schools, the challenges that the childcare workforce faces regarding obtaining professional degrees and certification, this study’s findings should be useful in revealing practices that can support and retain diverse high-quality educators.

Author

• Alycia Rhinehart, City College of New York - CUNY