It Starts Early. Let’s Start Now! Anti-Bias Education in Existing Infant Toddler Curricula

• In Event: Poster Session 12
  In Poster Session: PS 12 Topic - School Readiness/Childcare

Abstract

Introduction
Young children learn attitudes toward themselves and others by observing, listening, and interacting with others (Wood, 2010). They notice differences among people starting in infancy (Derman-Sparks & Olsen Edwards, 2012), and express racial preferences by 15 months (Hooven et al., 2018). With 61% of children under 6 years in full-time nonparental group care (Laughlin,2013), there is need for empirically-based infant/toddler curricula (Chazan-Cohen et al., 2017) which incorporates anti-bias education from infancy (Wood, 2010).
A recent Curriculum Consumer Report (NCECDTL, n.d.) rates the most widely used infant/toddler curricula on 14 criteria; we visually summarize ratings of 7 of these criteria that are aligned with infant/toddler anti-bias practices (Wood, 2010; see Table 1). Infant/toddler anti-bias education should include learning outcomes focused on positive identity development and inclusion supported by learning environments, partnering with families, making the most of teachable moments, and professional development (Wood, 2010). While the Consumer Report provided relevant ratings on Cultural and Linguistic Responsiveness, it did not include detailed sub-criteria for anti-bias approaches such as anti-bias Learning Goals for Children, a multicultural learning environment, and anti-bias Professional Development content.

Research Aims
Anti-bias education includes authentic representation of diverse children and families, with input from families in learning outcomes and curricular content. Thus, this study aims to describe the perspectives of families of color, educators, and community members in urban environments on 1) Learning Goals for Children, 2) Culturally Relevant Curriculum Content, 3) Family Engagement, and 4) Topics of Professional Development.

Methods
To address gaps in anti-bias criteria in infant/toddler curricula, we conducted three focus groups with diverse families, early childhood educators, and community members (n=21; 19 African American; 2 male) from two urban environments in a Midwestern State. Participants discussed their hopes and goals for children’s educations and futures, how early childhood programs can build relationships with families, and how early childhood programs can be improved. Data are being transcribed and coded using a grounded theory approach. Nested iterations of thematic coding will produce a theoretical model of the data, highlighting the voices of focus group participants (Creswell, 2013; Strauss & Corbin, 1998). Finally, the model will be compared to existing curricular standards.

Results
Although existing infant/toddler curricula display strengths in certain criteria, anti-bias approaches were minimally part of the original review and most curricula showed minimal evidence of cultural and linguistic responsiveness. We anticipate the data will align with the four theory-generated categories noted above, and exhibit some parallel with the 7 criteria from the review (see Table 2).

Discussion
The science of child development and the ethics of early childhood education (NAEYC, 2019) call on the ECE field to develop curricula infused with developmentally appropriate anti-bias approaches for our youngest learners. Results of this study inform the development of anti-bias curricula for infants and toddlers by describing themes from focus groups of families and community members voicing their goals and hopes for their children’s education, and their ideas about the curricular content that would support these hopes.

Authors

• Loria E Kim, Michigan State University
  Presenting Author

• Anike Adekoya, Michigan State University
  Non-Presenting Author

• Anissa Eddie, Michigan State University
  Non-Presenting Author

• Denise Nicole Powell, Michigan State University
  Non-Presenting Author

• Claire D Vallotton, Michigan State University
  Non-Presenting Author