ECE 205: Diversity and Ethics in Early Childhood Education

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:

  1. 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]
  2. 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]
  3. 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]
  4. 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]
  5. 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]
  6. 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

AssignmentsWeight

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

 

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

  • Read assigned material
  • View videos
  • Review the Lecture material
  • Participate in the Discussion
  • Complete Blog and Reflective Comment
  • Submit Assignment - Social Identity and Bias

2

2,4

Topics: Representation Matters: Curriculum and Learning Environment

  • Read and Review:
    • Derman-Sparks & Edwards, Chapter 3
  • Read assigned material
  • Review the Lecture material
  • Participate in the Discussion
  • Complete Blog and Reflective Comment
  • Submit Assignment - Evaluating Children’s Books with an Anti-Bias Lens 

3

3,6

Topics: Brave Conversations with Children, Colleagues, and Families

  • Read and Review:
    • Derman-Sparks & Edwards, Chapters 4 & 5
  • Read assigned material
  • Review the Lecture material
  • Participate in the Discussion
  • Complete Blog and Reflective Comment
  • Submit Assignment - Conversations with Children, Families, and Colleagues
  • Submit Assignment - Anti-Bias Observation Planning
  • Start planning the observation in an ECE classroom conducted during Week 5

4

2,4

Topic: Cultural Diversity

  • Read and Review:
    • Derman-Sparks & Edwards, Chapters 6 & 7
    • NAEYC’s Advancing Equity Statement, Recommendations for Early Childhood Educators
  • Read assigned material
  • Review the Lecture material
  • Participate in the Discussion
  • Complete Blog and Reflective Comment
  • Submit Assignment - Cultural Diversity Activities
  • Continue planning the observation in an ECE classroom conducted during Week 5

5

1,4

Topic: Racial Diversity

  • Read and Review:
    • Derman-Sparks & Edwards, Chapter 8
  • Read assigned material
  • Review the Lecture material
  • Participate in the Discussion
  • Complete Blog and Reflective Comment
  • Submit Assignment - Reflecting on Anti-bias Education in Action: The Early Years
  • Complete observation in an ECE classroom

6

2,4

Topics: Gender and Economic Class Diversity

  • Read and Review:
    • Derman-Sparks & Edwards, Chapters 9 & 10
  • Read assigned material
  • Review the Lecture material
  • Participate in the Discussion
  • Complete Blog and Reflective Comment
  • Submit Assignment - Play: An Issue of Equity? 
  • Submit Assignment - Anti-Bias Checklist and Observation Paper
  • Begin working on Final Project/Key Assessment: Antibias Books and Learning Experiences due Week 8

7

2,3

Topics: Differing Abilities and Family Diversity

  • Read and Review:
    • Derman-Sparks & Edwards, Chapters 11 & 12

 

  • Read assigned material
  • Review the Lecture material
  • Participate in the Discussion
  • Complete Blog and Reflective Comment
  • Submit Assignment - Activities and Challenges for Children of Different Abilities and Diverse Family Structures
  • Continue working on Final Project/Key Assessment: Antibias Books and Learning Experiences due Week 8
8

5,6

Topics: Wrapping it Up: Identity, Fairness & Activism

  • Read assigned material
  • Review the Lecture material
  • Participate in the Discussion
  • Complete Blog and Reflective Comment
  • Submit Assignment - Becoming an Antibias Educator: Final Reflection
  • Submit Assignment - Final Project/Key Assessment: Antibias Books and Learning Experiences
  • Complete Course Evaluation

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.