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 all young children and their families from a wide variety of backgrounds. Students will learn strategies for creating inclusive, culturally and linguistically 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 Ethics for Early Childhood Educators (2025) 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, culturally and linguistically responsive learning environments that enable all children to thrive. This course includes 2 field experience hours in the form of observation, which are required for completion. (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. [NAEYC PS&C: 6b, 6e │ EI/ECSE (CEC/DEC): 7.2]
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. [NAEYC PS&C: 1b, 1c, 1d, 2a │ EI/ECSE (CEC/DEC): 1.1, 1.4]
3. Analyze the importance of equity and inclusion in early childhood settings, including the roles of identity, communication, and family partnerships in supporting all children. [NAEYC PS&C: 1b, 1c, 4b, 6c │ EI/ECSE (CEC/DEC)
4. Analyze and plan 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, using observational data and reflective tools to inform decision-making. [NAEYC PS&C: 1d, 3c, 4a, 4b, 4c │ EI/ECSE (CEC/DEC)
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. [NAEYC PS&C: 6b, 6e │ EI/ECSE (CEC/DEC): 7.3, 7.4]
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 environments. [NAEYC PS&C: 2a, 2b, 6d, 6e │ EI/ECSE (CEC/DEC): 2.1, 3.1, 7.2]

Course Activities and Grading

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. 

Additional Resources

• NAEYC. (2020). Advancing Equity in Early Childhood Education NAEYC Position Statement 
• Code of Ethics for Early Childhood Educators. (2025).

Course Schedule

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.