Diversifying Pedagogy in Early Childhood Teacher Preparation Programs presents the underlying message of situating diversity at the core of early childhood programs. As such, faculty must first examine the practices that are at the center of each program. Of importance is for preservice teachers to know and understand the history, injustices, and struggles that communities of color endure. In order to increase that understanding, faculty who teach in teacher preparation programs must take the lead and discover ways to best reach preservice teachers which may take a shift in beliefs. This book presents examples of faculty taking the lead to help preservice teachers understand the social injustices in aspects of early childhood education. This move can lead to highly qualified early childhood teachers.
Mari Riojas-Cortez, PhD is professor and program chair of early childhood education, California State University Channel Islands. As an educational researcher, Dr. Riojas-Cortez examines Latino issues in early childhood including family engagement, children’s play and early childhood teacher preparation.
Foreword: Mary Esther Huerta, PhD, Associate Professor of Bilingual Education, Texas State University
Chapter 1: Perceptions and Misconceptions: How Best to Prepare Early Childhood Teachers to Work with Dual Language Learners by Cristina Gillanders and Marlene Zepeda
Chapter 2: Preparing Generalist Early Childhood Teachers to Work with
Culturally and Linguistically Diverse Children Who Have Special Needs by Allegra Montemayor and Karen Walker
Chapter 3: Preservice Teacher Confessions: Why Should I Care about Parents? By
Tivy Nobles Whitlock
Chapter 4: The Early Childhood Teacher Self-Reflection Model by Mari Riojas-Cortez and Tivy Nobles Whitlock
About the Contributors
About the Author
In a clear yet powerful manner, the authors describe minoritized groups’ struggle to access high-quality early childhood programs and the difference that highly qualified, inclusive, equity-minded educators can make. The book elevates early childhood teachers as strong, extraordinary, and super diverse professionals. It is admirable work that highlights contextual efforts to bring to the heart of early learning practice. It demonstrates how a change in society is dependent on early childhood teachers’ ability to practice culturally and linguistically responsive teaching.
This timely publication brings attention to the nature of the multiple challenges inherent to early childhood education. It makes us aware about the increasing need to prepare educators with the eyes on 21st Century realities and demands. Each chapter is a call for practices that will not only build knowledge but also empower our future and practicing early childhood professionals.