"¡Los Policías!" Latinx Children's Agency in Highly Regulated Early Childhood Contexts

Autor/inn/en	Colegrove, Kiyomi Sánchez-Suzuki; McManus, Molly E.; Adair, Jennifer Keys; Payne, Katherina A.
Titel	"¡Los Policías!" Latinx Children's Agency in Highly Regulated Early Childhood Contexts
Quelle	In: Contemporary Issues in Early Childhood, 24 (2023) 4, S.453-467 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Colegrove, Kiyomi Sánchez-Suzuki)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/14639491211021595
Schlagwörter	Early Childhood Education; Personal Autonomy; Immigrants; Bilingual Students; Preschool Children; Hispanic Americans; Early Childhood Teachers; Play; Games; Imagination; Culturally Relevant Education + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Individuelle Autonomie; Immigrant; Immigrantin; Immigranten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Hispanic; Hispanoamerikaner; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Spiel; Game; Spiele
Abstract	This article shows how two Latina bilingual teachers provided opportunities for their Latinx students from immigrant families to enact their agency in a highly regulated Head Start bilingual preschool classroom in ways that aligned with culturally sustaining pedagogy. Using video-cued ethnography and data from the Blinded Study, the authors center three- and four-year-old children who engaged in a collaborative, dynamic make-believe game involving a struggle between family members and "los policías" ("the police"). Using traditional qualitative methods, the authors first identify and name all the different ways in which the children enacted their agency and demonstrated capabilities in their play, particularly the cultural capabilities that challenge deficit discourses about Latinx immigrant communities. They contextualize the children's play using teacher interview data in which the teachers explained their thinking behind the pedagogical decisions that made this type of learning and play possible. Finally, the authors explore how the teachers' identities and histories positioned them to engage with their students in culturally sustaining ways. It is argued that with the growing global awakening to white supremacy structures and violence, there is urgency in creating time and space to support young children's agency and their right to practice the skills they need to contribute to their communities' well-being and survival now and in the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01