Course Description
This course introduces students to anti-bias education, with a strong focus on fostering diversity, equity, and inclusion when working with young children and their families from a wide variety of backgrounds. Students will learn strategies for creating inclusive, culturally responsive curriculum that embraces the full spectrum of diversity among children and families. Students will explore issues of diversity across race, ethnicity, culture, language, gender, family structure, ability, and other domains of identity. By understanding how these various aspects of identity intersect, students will explore how to foster a strong sense of belonging and ensure every child and family feels included, valued, and respected. Recognizing and addressing biases and microaggressions that create exclusion will be a key theme of this course. Self-reflection and awareness of one's own cultural lens and potential biases is also a key component.
The course is grounded in the four goals of anti-bias education: Identity, Diversity, Justice, and Activism. Using this framework, students discuss how to create early learning environments that are inclusive of all identities, affirm diversity as an asset, and proactively challenge barriers to inclusion, such as stereotyping, prejudice and discrimination.
Ethical considerations around equity, access, and advocating for every child's full inclusion and participation will be central themes. Students will review the NAEYC Code of Ethical Conduct and wrestle with how to uphold the highest standards of ethics and inclusivity as early childhood educators. Students will emerge prepared to create inclusive, equitable, and culturally responsive learning environments that enable all children to thrive. 2 hours of field experience (observation) required for completion of this course. (3 credits)
Prerequisite
- None
Student Learning Outcomes (SLOs)
Students who successfully complete this course will be able to:
- Define, identify, and examine bias, privilege, and oppression as they relate to the field of early childhood education and the role of the educator, reflecting on one's own identity, experiences, and journey toward becoming an anti-bias educator. [Standard 6b, 6e]
- Discuss the goals and principles of Anti-Bias Education and how they contribute to creating equitable, inclusive, and supportive learning communities for all children and families, honoring diversity across race, ethnicity, culture, language, socioeconomic status, ability, gender, and family structure. [Standard 1b, 1c, 1d, 2a]
- Demonstrate understanding of culturally responsive and linguistically appropriate practices to support the learning and development of diverse children, including dual language learners, and analyze the importance of promoting equity and inclusion in early childhood settings. [Standard 1d, 4a, 4b, 4c]
- Analyze, plan, and implement developmentally appropriate, anti-bias curriculum and activities that foster children's self-awareness, empathy, critical thinking, and social justice consciousness, while promoting equity and inclusivity in the classroom environment. [Standard 1d, 4a, 4b, 4c]
- Examine the ethical responsibilities of early childhood educators in promoting equity, diversity, and inclusion, and advocate for policies and practices that support the well-being and success of all children and families, particularly those from marginalized communities. [Standard 6b, 6e]
- Engage in ongoing self-reflection and professional development to deepen understanding of personal biases, cultural competence, and inclusive practices, and collaborate with families, colleagues, and community partners to create welcoming and equitable early childhood [Standard 2a, 2b, 6d, 6e]
Course Activities and Grading
| Assignments | Weight |
|---|---|
Discussions (Weeks 1-8) | 20% |
Reflective Blog (Week 1-8) | 20% |
Written Assignments (Weeks 1-8) | 20% |
Antibias Checklist Observation & Paper (Week 6) | 20% |
Key Assessment/Final Project (Week 8) | 20% |
Total | 100% |
Required Textbooks
Available through Charter Oak State College's Book Bundle
- Derman-Sparks, L. & Edwards, J.O. (2020). Anti-Bias Education for Young Children and Ourselves. 2nd ed. Diversion Books. ISBN-13: 978-1-938113-57-4
Additional Resources
- NAEYC. (2020). Advancing Equity in Early Childhood Education NAEYC Position Statement
- NAEYC. (2011). Code of Ethical Conduct and Statement of Commitment.
Course Schedule
Week | SLOs | Readings and Exercises | Assignments |
1 | 1,2,5 | Topics: The Development of Social Identities, Implicit & Explicit Bias, and the NAEYC Code of Ethical Conduct
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2 | 2,4 | Topics: Representation Matters: Curriculum and Learning Environment
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3 | 3,6 | Topics: Brave Conversations with Children, Colleagues, and Families
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4 | 2,4 | Topic: Cultural Diversity
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5 | 1,4 | Topic: Racial Diversity
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6 | 2,4 | Topics: Gender and Economic Class Diversity
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7 | 2,3 | Topics: Differing Abilities and Family Diversity
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| 8 | 5,6 | Topics: Wrapping it Up: Identity, Fairness & Activism
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COSC Accessibility Statement
Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.
COSC Policies, Course Policies, Academic Support Services and Resources
Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.