NAEYC Statement on Equitable Education:
All children have the right to equitable learning opportunities that enable them to achieve their full potential as engaged learners and valued members of society.
Each child will…
- demonstrate self-awareness, confidence, family pride, and positive social identities;
- express comfort and joy with human diversity, use accurate language for human differences, and form deep, caring human connections across diverse backgrounds;
- increasingly recognize and have language to describe unfairness (injustice) and understand that unfairness hurts;
- have the will and the skills to act, with others or alone, against prejudice and/or discriminatory actions.
For full statement, visit https://www.naeyc.org/resources/position-statements/equity-position
Review (based on your role in education):
Recommendations for Everyone
Recommendations for Early Childhood Providers
Recommendations for Administrators
1. Read the recommendations, what are the areas in which your teaching and/or program are strong?
2. Read the recommendations, what are the areas in which your teachers and/or program need some tweaking?
3. Make a plan for this school year- what is one change that you and your team can implement?
4. Make a long term (1-3 year plan) for you and your team- how can you tweak your program to become more equitable and meet the recommendations as set forth by NAEYC.
More reflective topics on racial equity to explore during PLCs or team meetings:
When we provide children with open-ended art experiences, children are…
- learning initiative
- taking risks by showing originality
- expressing her/himself through representation
- formulating unexpected connections
- building confidence and self- worth
- engaging in play with art materials that have no “correct” end product
- exploring in their own way with their choice of materials
- constructing independent decisions and/or rethinking their decisions based on ideas shared by peers
- building theories
- making decisions
- developing fine motor skills
- persisting through challenges and staying engaged since it is creation of his/her choice
For example, one child may be painting on the easel, another stringing necklaces of noodles at the sensory table, another creating cookies from play dough, another is creating a dinosaur from collage materials, while yet another is drawing with crayons the illustrations on a self- created picture book- all children do not need to be experiencing art in the same way at the same time.
NO MORE TEACHER DIRECTED TEMPLATE ART…
Children learn so many more skills than they would in the same amount of time completing a template art activity designed by the teacher that often holds no interest for the child.
Provocations can be provided for children to encourage exploration of a specific skill (ie. color blending, making of lines, shapes, 2D representation to 3D representation) while still allowing students to explore and design based on what is meaningful to them.
Example: One project was cut by teacher and all students made the penguin at the same time, waiting to move to the next step until all children were completed step by step.
One art work was completed by the teacher setting out pictures of penguins, black, white and yellow paper. Teacher joined the center to discuss the design process, ask open-ended questions and provide choices to help students make thoughtful decisions.