1533 research outputs found
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COVID-19 and Early Childhood Workforce Emotional Well-Being: An Exploratory Investigation
Get PDFThis conference paper was presented at the 2021 meeting of the American Educational Research Association. It shares findings from a mixed method, exploratory study that sought to understand how New York State\u27s early childhood (ECE) workforce was faring early in the COVID-19 pandemic (n=3,555). This was a project of the New York City Early Childhood Research Network, a research practitioner partnership organized to create evidence-informed early childhood public policy. Among the key findings were high levels of reported stress, for instance those working remotely were approximately one-and-a-half times more likely to rate their emotional well-being negatively than those whose settings were closed (95% CI 1.157, 1.896) and a strong desire for mental health support.
Towards gaining further understanding of respondents\u27 experiences, we used statistical analyses to inform the analysis of the survey\u27s textual data resulting in six themes: (1) Consequences of Social Distancing; (2) Commitment; (3) Time-Space Compression; (4) Working the Second Shift; (5) Mis/communication; and (6) Policies\u27 Effects on Well-Being. It is important to note that each of these themes included substantive evidence of resilience (e.g., creative transition to remote ECE, support for each other, support to families, etc.), but the focus in this paper is on the pandemic\u27s adverse effects because of 1) a general tendency to expect educators to show resilience as a part of their jobs; and 2) because of the relative inattention being paid to educators\u27 well-being, both for themselves and the children they care for and teach. While these findings should be treated cautiously, as these analyses are based upon a nonprobability (self-selected) sample, the issues respondents raised have broader policy implications that warrant ongoing attention, most notably the need to reorient ECE systems towards healing-centered interaction (i.e., promoting racial equity, attuned interactions, broadened accessibility, and fostering experiences of belonging and well-being).https://educate.bankstreet.edu/sc/1005/thumbnail.jp
Witnessing Encounters: A Response to Nicole Ineese- Nash’s “Ontologies of Welcoming”
Get PDFResponding to Nicole Ineese-Nash’s beautiful offerings is exhilarating and humbling. “Ontologies of Welcoming” invites us to create openings that those of us who have been educated within a Western tradition are unequipped to do. Before writing, I read Nicole’s contribution more than 10 times, unsure how to respond to it as a non-Indigenous scholar in Anishinaabek, Haudenosaunee, and Lenapewak and Attawandaron territory. Reluctant to appropriate knowledge that isn’t mine, I was aware that not responding for fear of implicating myself in ongoing colonization would be yet another way to enact my privilege
Sample Residency Partnership Memorandum of Understanding (MOU)
Get PDFThis residency partnership sample MOU can be edited and adapted in ways that best fit local partnerships\u27 needs and goals. The MOU includes collaborative goals and shared responsibilities, followed by specific program and district responsibilities.https://educate.bankstreet.edu/pt/1022/thumbnail.jp
Supporting Candidates\u27 Financial Needs
Get PDFThis document takes the affordability lessons found in our report, The Affordability Imperative: Creating Equitable Access to Quality Teacher Preparation, and offers preparation program leaders a set of guiding questions to help them find more ways to reduce the financial burdens of their aspiring teachers.https://educate.bankstreet.edu/pt/1023/thumbnail.jp
Asian American Pacific Islander Booklist
Get PDFFor grown-ups of all races who are having conversations with children to expand inquiry and empathy among Asian and non-Asian peoples, we offer a selection of books from the Children’s Book Committee’s Best Books of the Year, organized by age with child development in mind.https://educate.bankstreet.edu/ccl/1014/thumbnail.jp
Reconceptualizing Assistance for Young Children of Color With Disabilities in an Inclusion Classroom
Get PDFIn this article, we draw on DisCrit to critically analyze how a group of early childhood educators approached assistance with young children of color with disabilities in a Head Start inclusion classroom. Using examples from data collected over one school year, we demonstrate how child-centered assistance advances justice for young children of color with disabilities who are often subjected to a surveillance culture in schools. We critique assistance that aligns with the medical model of disability and aims to change young children of color with disabilities to conform to ableist, racist expectations of schooling. We offer examples of assistance practices that contrastingly aim to support young children of color with disabilities to pursue their own interests and purposes. Through these counterstories, we reconceptualize assistance as a practice that can support young children of color with disabilities to be more fully themselves.https://educate.bankstreet.edu/gse/1008/thumbnail.jp
Ontologies of Welcoming: Anishinaabe Narratives of Relationality and Practices for Educators
Get PDFNo matter which culture you belong to, or where on the planet you call home, each of us has an ethical responsibility to our first mother, the Earth. I would like to demonstrate what I have come to understand about relational ethics through Anishinaabe storywork and land-based knowledge systems as they may invite us to think differently about our relations to one another and the non-human world. Indigenous storywork is not merely fictional. Rather these stories exemplify our cultural teachings, understandings, and ways of living so that they may be carried through generations (Archibald, 2008)
Decolonial Water Pedagogies: Invitations to Black, Indigenous, and Black-Indigenous World-Making
Get PDFIn this paper, I share everyday stories of young people’s pedagogical encounters with water. I share these stories as illustrations of pedagogies that welcome young people into caring relationships with more-than-human life. I focus on the decolonial potential of these pedagogical encounters in relation to what they activate for Black, Indigenous and Black-Indigenous world making
Ambivalent Legacies: A Response to Harper Keenan
Get PDFHarper Keenan’s generous letter to beginning queer/trans teachers hinges on the question: How do we stand in that impossible moment when we are welcoming newcomers while still acknowledging our debts to those who’ve come before? Jonathan Silin, whose work this issue celebrates, grapples with these questions of legacy in an essay that reflects on his contributions as an early childhood educator and researcher and a gay rights and HIV/AIDS activist. Silin (2020) asks:
Is it possible to leave behind traditional ideas about legacy, weighted down as they are with commitments to social and biological reproduction, and reimagine it as something more ethereal, more queer if you will, that might lead to unthought possibilities? (p. 55)
Harper’s letter is one possible response to Jonathan’s question. If social and biological reproduction—what Jack Halberstam (2011) calls “straight time”—tend toward conservatism, loyalty, and continuity, then queer legacies will make room for “unthought possibilities,” including the gestures of welcome, like Harper’s letter, that open the door before knowing who has arrived. Harper invites queer/trans beginning teachers into the dance party and introduces them to the guests who came earlier— Marsha P. Johnson and Sylvia Rivera, Paula Grossman and Steve Dain, and Jonathan Silin. Harper reminds the new teachers that their welcome was made possible by all these earlier activists. Indeed, the fact that they are able to walk in the front door and call themselves queer and trans teachers was made possible by the protests and politics of activists. For Harper, activism is education
Playing Through Tragedy: A Critical Approach to Welcoming Children’s Social Worlds and Play as Pedagogy
Get PDFChildren’s play frequently reflects the ways they understand and cope with personal life experiences and those in the wider world. Drawing connections to many of the tenants of Jonathan Silin’s lifelong work, the author offers illustrative examples of why play and children\u27s social worlds matter as well as why adults should pay attention to what children do and say in their play. Through personal stories, the author shows how integrating play(full) experiences into the daily life of a classroom can foster children\u27s understanding of seemingly difficult or adult ideas and events that may be confusing, fear-inducing or represent significant loss. Ultimately, the author highlights the possiblities and hope inherent in children\u27s play as they reimagine more just futures