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. (3 credits)

Prerequisite

None

Student Learning Outcomes (SLOs)

Students who successfully complete this course will be able to:

Define, identify, and examine bias as it relates to the field of early childhood education and the role of the educator. [NAEYC 6e]
Discuss each of the four goals of Anti-Bias Education and how they help create a safe, supportive learning community for every child. [NAEYC 1d]
Describe how social identity is formed and how early experiences influence positive social identity. [NAEYC 1c]
Demonstrate ways to honor diversity as a goal of Anti-Bias Education. [NAEYC 1b, 1d, 2a]
Reflect on their own developmental journey as an Anti-Bias Teacher. [NAEYC 6e]
Describe the importance of an anti-bias curriculum and demonstrate appropriate activities. [NAEYC 1d, 4a, 4b, 4c]
Analyze and plan Anti-Bias Curriculum. [NAEYC 1d]
Analyze the meaning of linguistic diversity and how to integrate dual language learners into the classroom. [NAEYC 1d, 4a, 4b, 4c]
Demonstrate the key components of a multicultural, anti-bias classroom environment. [NAEYC 4a, 4b, 4c]
Examine the ethics related to an Anti-bias Education. [NAEYC 6b]

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's online bookstore

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	1,2,3	Topics: The Development of Social Identities, Implicit & Explicit Bias, and the NAEYC Code of Ethical Conduct Read and Review: Derman-Sparks & Edwards, Chapters 1 & 2 NAEYC. Code of Ethical Conduct, p. 1-9 Review website Project Implicit Videos: Ingram, C. (2020). Implicit bias vs. explicit bias: What's the difference? . Diverse City, LLC. NPR. (2016). Bias Isn't Just a Police Problem, It's A Preschool Problem . NPR	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	4,6,7,9,10	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	4,5,9,10	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	2,4,5,7,9	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	1-5,9	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	1,2,4,5,6,,9,10	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	1,2,4,5,6,9,10	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	2,4,6,9	Topics: Wrapping it Up: Identity, Fairness & Activism Read and Review: Derman-Sparks & Edwards, pages 177-179 NAEYC. Advancing Equity Position Statement, p. 7-8 Megan Madison’s From Teacher to Equity Activist	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.