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This study explored how preschool teachers in inclusive, diverse classrooms used Critical Peace Education during read alouds after receiving support on implementing critical literacy. Partnering with seven 4-year-old classrooms, the study involved a pre-survey, initial observations, a virtual professional learning session, and post-training observations. Initially, teachers were uncomfortable with using a critical literacy lens. However, collaboration with peers across centers enhanced lesson planning, resulting in more engaging and meaningful conversations among children. Teachers found question posing effective for guiding student thinking and appreciated the flexibility of online asynchronous training, which facilitated valuable collaboration. The study showed increased understanding and application of critical literacy, successfully integrating Critical Peace Education to promote critical thinking and social awareness.