Early childhood teachers’ dispositions, knowledge, and skills related to diversity, inclusion, equity, and justice

Lang, Sarah N.; Tebben, Erin; Luckey, Summer W.; Hurns, Kyla M.; Fox, Erin G.; Ford, Donna Y.; Ansari, Arya; Pasque, Penny A.

doi:10.1016/j.ecresq.2023.12.005

Cited by 2 publications

(12 citation statements)

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“…Centering marginalized voices and experiences, CRT practices can promote social justice and equity in education, challenging dominant narratives and systems of oppression. (Lang et al, 2024;Stormont et al, 2022;Volk & Miller, 2020).…”

Section: Crt Practices In Ecementioning

confidence: 99%

“…Additionally, educators engage in ongoing self-reflection and professional development to deepen their cultural competence and understanding of diverse perspectives (Brunsek et al, 2020;Markowitz & Seyarto, 2023). In fostering a culturally responsive learning environment, educators can cultivate mutual respect, empathy, and understanding among students, preparing them to thrive in a diverse and interconnected world (Gay, 2018;Lang et al, 2024;Stormont et al, 2022;Volk & Miller, 2020).…”

Section: Crt Practices In Ecementioning

confidence: 99%

“…Educators attempt to address diversity in early childhood settings by challenging cultural biases and stereotypes, promoting equity and inclusion, and creating opportunities for young children to learn from each other's experiences (Kurian, 2023;Lang et al, 2024). They aim to create inclusive learning environments where children from diverse backgrounds feel valued, respected, and represented.…”

Section: Addressing Diversity In Early Childhood Settingsmentioning

confidence: 99%

“…In promoting equity and inclusion, educators strive to create opportunities for all children to learn and thrive, regardless of their cultural or linguistic background. Furthermore, addressing diversity in early childhood settings involves fostering meaningful interactions and collaborations among children, allowing them to learn from each other's unique perspectives and experiences (Kurian, 2023;Lang et al, 2024).…”

Section: Addressing Diversity In Early Childhood Settingsmentioning

confidence: 99%

“…Additionally, the concept of ZPD has been criticized for its vagueness and challenges in the application, leading to inconsistencies in educational practice (Bodrova & Leong, 2024;Irshad et al, 2021;Vygotsky, 1978). Moreover, sociocultural theory could benefit from greater cultural relevance to ensure authentic resonance with diverse experiences and backgrounds, fostering more equitable and inclusive learning environments (Correia et al, 2023;Lang et al, 2024).…”

Section: Strengths and Limitations In Sociocultural Theorymentioning

confidence: 99%

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Understanding Socioculturalism in Early Childhood Education: Current Perspectives and Emerging Trends

2024

JCSD

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The present scoping review examines the significance of sociocultural perspectives in early childhood education (ECE), exploring implications for practice, policy, and research. Rooted in the work of Lev Vygotsky, sociocultural theory provides a framework for understanding the complex interactions between children and their social environments and considering cultural contexts. The significance of sociocultural perspectives in early childhood education cannot be overstated, directly impacting the inclusivity and effectiveness of educational practices, recognizing that each child's learning is deeply influenced by their cultural background, which shapes their experiences and interactions. Additionally, as societies become increasingly multicultural, the ability to incorporate and respect different cultural values within educational settings is crucial for fostering mutual respect and understanding among young learners. The review explores key concepts such as social interaction, language development, and the Zone of Proximal Development (ZPD), highlighting their role in shaping children's learning and development. Furthermore, it discusses the challenges and considerations in implementing sociocultural approaches, including addressing cultural biases, balancing individual and collective learning needs, and overcoming limited resources and institutional barriers. The review also accentuates the importance of integrating sociocultural approaches into ECE curricula, promoting Culturally Responsive Teaching (CRT) practices, and building partnerships with families and communities. Future research directions include exploring innovative approaches to sociocultural practices, examining the long-term impacts of sociocultural interventions, and addressing gaps in existing literature. Overall, sociocultural perspectives in ECE can create more equitable and inclusive learning environments, empowering all children to thrive and reach their fullest potential.

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Section: Crt Practices In Ecementioning

confidence: 99%