"Children Have the Fairest Things to Say": Young Children's Engagement with Anti-Bias Picture Books

Autor/in	Nguyen, Alisha
Titel	"Children Have the Fairest Things to Say": Young Children's Engagement with Anti-Bias Picture Books
Quelle	In: Early Childhood Education Journal, 50 (2022) 5, S.743-759 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nguyen, Alisha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-021-01186-1
Schlagwörter	Kindergarten; Young Children; White Students; Early Childhood Teachers; Racial Bias; Sex Stereotypes; Sexual Identity; Gender Bias; Homosexuality; Social Bias; Picture Books; Classroom Communication; Activism; Social Justice; Reading Aloud to Others + Suchen Sie Ihr Suchwort? Frühe Kindheit; Early childhood; Early childhood education; Teacher; Teachers; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Racial discrimination; Rassismus; Geschlechtsidentität; Sexuelle Identität; Geschlechterstereotyp; Homosexualität; Picture book; Bilderbuch; Klassengespräch; Aktivismus; Politischer Protest; Soziale Gerechtigkeit
Abstract	This qualitative case study investigated how an early childhood teacher and young children in a public White-predominant kindergarten classroom engaged in critical discussions of anti-bias issues including racism, White privilege, gender stereotypes, gender nonconformity, sexism, and homophobia. Through the use of interactive read-alouds using anti-bias picture books, the study's findings revealed that (a) the children could participate in thoughtful interactions during anti-bias read-aloud sessions and showed their complex understanding of race and gender issues; (b) the children needed substantial support to engage in activism against social injustices; (c) the children displayed a variety of responses to the discussion questions and activities related to gender-themed picture books as most children had difficulties resisting gender binary conceptions and stereotypes while some children, especially boys, were strongly empowered to embrace gender-nonconforming practices; and finally (d) some children internalized and enacted anti-immigrant, anti-Blackness, and racial/gender discriminatory actions to which the early childhood teacher often failed to either disrupt or intervene. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01