Poster #67 - Examining Systems-Level Impact Through The Equity & Early Learning Initiative (EELI)

• In Event: 3-106 - Poster Session 11
  In Poster Session: PS 11 Section - Diversity, Equity & Social Justice

Integrative Statement

Very young children learn about themselves and others within months of being born (Kelly et al., 2005). Early childhood educators have a unique role in supporting their development. This includes fostering the development of a positive racial/ethnic identity (REI) and minimizing negative interactions around human difference, which has been noted to fuel biased behavior in young children (Van Ausdale & Feagin, 2001).

The Equity in Early Learning Initiative (EELI) aims to help leaders, educators, and families promote equity-focused and anti-bias practices in early childhood systems. The initiative also intends to identify best practices as well as existing gaps in practice and policy. In order to be effective, we propose that this work happens across three levels (i.e. EELI theory of change, Figure 1.).

We have piloted the initiative by partnering with early learning leaders, teachers, and families at two early childhood centers in the Washington, D.C. metropolitan area. The focus of the pilot is to promote positive REI development among participating children and families and encourage program staff to adopt anti-bias practices in the classroom. The pilot initiative addresses each of the key content areas in the EELI theory of change, as described below.

Leadership. Early learning leaders are participating in community of practice (COP) meetings (n= 4). These meetings are intended to deepen knowledge of race and equity issues and help participants initiate action regarding equity at the systemic level. Participants will receive a survey pre and post the COP meetings to measure their experience level and comfort in discussing equity-focused topics.

Teaching and Learning. Early childhood educators are participating in a race and equity-focused professional learning (PL) opportunity in an effort to increase equitable and anti-bias approaches in the classroom. Participants will receive a survey pre and post the PL opportunity to assess their experience and comfort level in discussing equity-focused topics and comfort in applying new skills. Additionally, the educators will weigh in on the development of an equity-focused classroom assessment tool that intends to measure equity across several areas of the site and classroom setting (e.g. language usage).

Family Engagement. We conducted two listening sessions with families of children enrolled at participating centers (n= 9) to 1) discuss human difference and REI and 2) identify types of resources that would help facilitate appropriate conversations with children regarding human difference and REI. The listening sessions ranged from 60 to 90 minutes of time. Data collected from these listening sessions will be used to develop a suite of resources for families on skin color and REI development for young children. Additionally, we will facilitate a session with families to orient them to the resources. Participants will receive a survey to provide feedback about their experience with the resources.

The proposed poster will include data gathered from the surveys completed by leadership and stakeholders, early learning educators, and families. Best practices and lessons learned regarding the implementation of equity in early learning across the three content areas will be discussed.

Group Authors

School Readiness Consulting

Authors

• Janell Chery, School Readiness Consulting
  Presenting Author

• BreAnna Davis Tribble, School Readiness Consulting
  Non-Presenting Author