Pub Date : 2021-07-07DOI: 10.1177/02711214211027625
Na Young Kong, Nicole Hurless
Vocabulary plays a critical role in later reading achievement of emergent bilingual children (EBC) who are learning two languages. Given emerging vocabulary intervention research for EBC, we synthesize studies on vocabulary interventions designed for preschool and kindergarten EBC to provide the cumulative knowledge on the following dimensions: (a) EBC’s characteristics, (b) features of selected target words and books, (c) critical components of vocabulary interventions, and (d) the overall effectiveness of the interventions as reflected by the percentage of studies reporting a significant increase on proximal measures of EBC’s target words. Through a systematic search, we identified 19 articles using experimental or quasi-experimental designs. Overall, EBC increased their knowledge of words taught through vocabulary instruction, and the use of bilingual or family heritage instructional language increased EBC’s vocabulary knowledge in both languages.
{"title":"Vocabulary Interventions for Young Emergent Bilingual Children: A Systematic Review of Experimental and Quasi-Experimental Studies","authors":"Na Young Kong, Nicole Hurless","doi":"10.1177/02711214211027625","DOIUrl":"https://doi.org/10.1177/02711214211027625","url":null,"abstract":"Vocabulary plays a critical role in later reading achievement of emergent bilingual children (EBC) who are learning two languages. Given emerging vocabulary intervention research for EBC, we synthesize studies on vocabulary interventions designed for preschool and kindergarten EBC to provide the cumulative knowledge on the following dimensions: (a) EBC’s characteristics, (b) features of selected target words and books, (c) critical components of vocabulary interventions, and (d) the overall effectiveness of the interventions as reflected by the percentage of studies reporting a significant increase on proximal measures of EBC’s target words. Through a systematic search, we identified 19 articles using experimental or quasi-experimental designs. Overall, EBC increased their knowledge of words taught through vocabulary instruction, and the use of bilingual or family heritage instructional language increased EBC’s vocabulary knowledge in both languages.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"43 1","pages":"17 - 29"},"PeriodicalIF":2.1,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02711214211027625","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46020199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.1177/02711214211020197
{"title":"Future Topics","authors":"","doi":"10.1177/02711214211020197","DOIUrl":"https://doi.org/10.1177/02711214211020197","url":null,"abstract":"","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"41 1","pages":"71 - 71"},"PeriodicalIF":2.1,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02711214211020197","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48904803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-07DOI: 10.1177/02711214211019117
Xinyue Liu, Hannah H. Schertz
Parent-mediated intervention can enhance parents’ competence in supporting parent–child social interactions. Research and current policy have highlighted the importance of building family capacity in supporting parents to help children with autism develop social communication abilities. Parents who experienced parent-mediated interventions have reported reduced parenting stress; however, few studies have examined parents’ learning outcomes from such interventions for children with autism. We assessed parents’ learning outcomes from participation in the Joint Attention Mediated Learning (JAML) intervention and explored differences in parents’ application of mediated learning principles between intervention and control groups. We used parent–child interaction videos to analyze parents’ application of mediated learning principles with their toddlers in home settings and found significant group differences in parents’ application of the principles at postintervention. Parents in the intervention group showed significant improvements in their competence in mediating child learning in unstructured parent–child interactions, but there were no significant gains for parents in the control group.
{"title":"Parents Outcomes of Parent-Mediated Intervention for Toddlers With Autism","authors":"Xinyue Liu, Hannah H. Schertz","doi":"10.1177/02711214211019117","DOIUrl":"https://doi.org/10.1177/02711214211019117","url":null,"abstract":"Parent-mediated intervention can enhance parents’ competence in supporting parent–child social interactions. Research and current policy have highlighted the importance of building family capacity in supporting parents to help children with autism develop social communication abilities. Parents who experienced parent-mediated interventions have reported reduced parenting stress; however, few studies have examined parents’ learning outcomes from such interventions for children with autism. We assessed parents’ learning outcomes from participation in the Joint Attention Mediated Learning (JAML) intervention and explored differences in parents’ application of mediated learning principles between intervention and control groups. We used parent–child interaction videos to analyze parents’ application of mediated learning principles with their toddlers in home settings and found significant group differences in parents’ application of the principles at postintervention. Parents in the intervention group showed significant improvements in their competence in mediating child learning in unstructured parent–child interactions, but there were no significant gains for parents in the control group.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"42 1","pages":"259 - 268"},"PeriodicalIF":2.1,"publicationDate":"2021-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02711214211019117","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47730978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-21DOI: 10.1177/02711214211007572
M. Romano, Melissa P. Schnurr, E. Barton, Juliann Woods, C. Weigel
Using an implementation science framework, this study examines the impact of a multicomponent professional development (PD) approach implemented by internal peer coaches on early intervention providers’ use of Family Guided Routines-Based Intervention. The experimental study used a single-case multiple baseline design across participants, replicated in three sites with early interventionist (EI) providers (n = 9) and families with infants and toddlers (n = 18) in U.S. community-based Part C programs. Data indicate a functional relation between the multicomponent PD approach and EIs’ use of the intervention. A between-case standardized mean difference effect size was used to confirm the results of the visual analysis. The implications for the use of implementation science frameworks to build competency drivers within early intervention systems are discussed.
{"title":"Using Peer Coaches as Community-Based Competency Drivers in Part C Early Intervention","authors":"M. Romano, Melissa P. Schnurr, E. Barton, Juliann Woods, C. Weigel","doi":"10.1177/02711214211007572","DOIUrl":"https://doi.org/10.1177/02711214211007572","url":null,"abstract":"Using an implementation science framework, this study examines the impact of a multicomponent professional development (PD) approach implemented by internal peer coaches on early intervention providers’ use of Family Guided Routines-Based Intervention. The experimental study used a single-case multiple baseline design across participants, replicated in three sites with early interventionist (EI) providers (n = 9) and families with infants and toddlers (n = 18) in U.S. community-based Part C programs. Data indicate a functional relation between the multicomponent PD approach and EIs’ use of the intervention. A between-case standardized mean difference effect size was used to confirm the results of the visual analysis. The implications for the use of implementation science frameworks to build competency drivers within early intervention systems are discussed.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"43 1","pages":"89 - 102"},"PeriodicalIF":2.1,"publicationDate":"2021-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02711214211007572","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49142289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-20DOI: 10.1177/02711214211013889
Sloan O. Storie, C. Coogle
Providing opportunities for reflection is one way to gain a deeper understanding of teacher candidate’s perceptions of diversity and how their perceptions regarding diversity evolve. We conducted a qualitative content analysis of reflections to explore teacher candidates’ perceptions regarding instructional material selection. By prompting teacher candidates to consider their selection of materials to use with diverse learners within inclusive, bilingual, early childhood classrooms, we were able to organize data within themes and use pattern coding to identify subthemes that emerged. The a priori themes included identify, describe, judge, and apply. Various subthemes emerged within teacher candidates’ reflection matrices (general statements on diversity, combination, age, ability, cultural, and individual). Results revealed that teacher candidates increased their consideration of some areas of diversity (i.e., general statements on diversity, cultural) while others stayed constant (i.e., combination, age, ability).
{"title":"Examining Early Childhood Teacher Candidate’s Perceptions of Diversity Regarding Material Selection","authors":"Sloan O. Storie, C. Coogle","doi":"10.1177/02711214211013889","DOIUrl":"https://doi.org/10.1177/02711214211013889","url":null,"abstract":"Providing opportunities for reflection is one way to gain a deeper understanding of teacher candidate’s perceptions of diversity and how their perceptions regarding diversity evolve. We conducted a qualitative content analysis of reflections to explore teacher candidates’ perceptions regarding instructional material selection. By prompting teacher candidates to consider their selection of materials to use with diverse learners within inclusive, bilingual, early childhood classrooms, we were able to organize data within themes and use pattern coding to identify subthemes that emerged. The a priori themes included identify, describe, judge, and apply. Various subthemes emerged within teacher candidates’ reflection matrices (general statements on diversity, combination, age, ability, cultural, and individual). Results revealed that teacher candidates increased their consideration of some areas of diversity (i.e., general statements on diversity, cultural) while others stayed constant (i.e., combination, age, ability).","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"43 1","pages":"129 - 141"},"PeriodicalIF":2.1,"publicationDate":"2021-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02711214211013889","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47982059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-20DOI: 10.1177/02711214211012772
J. Hardy, M. Hemmeter
Early math skills predict later academic achievement and are of critical importance in preschool. There also are discrepancies in early math skills of preschoolers with disabilities compared with their typically developing peers. We used an experimental single-case research design, multiple probe across skills, to investigate the effectiveness of systematic modeling with mathematical language and a prompting procedure on increasing the early math skills of two preschoolers with disabilities or delays. A functional relation was observed for one participant. Equivocal findings may be due to the following: (a) challenges in assessing early math skills, which may have affected the identification of appropriate target skills, and (b) the involvement of multiple developmental domains in performing math skills, which may have affected the demonstration of target behaviors for the participant with significant fine motor and language delays.
{"title":"Systematic Modeling and Prompting to Teach Math Skills to Preschoolers With Disabilities","authors":"J. Hardy, M. Hemmeter","doi":"10.1177/02711214211012772","DOIUrl":"https://doi.org/10.1177/02711214211012772","url":null,"abstract":"Early math skills predict later academic achievement and are of critical importance in preschool. There also are discrepancies in early math skills of preschoolers with disabilities compared with their typically developing peers. We used an experimental single-case research design, multiple probe across skills, to investigate the effectiveness of systematic modeling with mathematical language and a prompting procedure on increasing the early math skills of two preschoolers with disabilities or delays. A functional relation was observed for one participant. Equivocal findings may be due to the following: (a) challenges in assessing early math skills, which may have affected the identification of appropriate target skills, and (b) the involvement of multiple developmental domains in performing math skills, which may have affected the demonstration of target behaviors for the participant with significant fine motor and language delays.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"43 1","pages":"103 - 115"},"PeriodicalIF":2.1,"publicationDate":"2021-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02711214211012772","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44483571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-01DOI: 10.1177/0271121421989797
C. L. Hancock, Chelsea W. Morgan, J. Holly
Early childhood personnel preparation programs must prepare future early educators who can counteract racism and ableism to provide all children with an equitable and just education. We applied Dis/ability Critical Race Theory (DisCrit) Classroom Ecology to early childhood and specifically to preschool settings. We argue that early childhood personnel preparation programs can utilize this framework to prepare preservice early educators to facilitate more equitable experiences for Children of Color with disabilities and their families. We discuss the importance of preparing future early educators to counteract racism and ableism through their fieldwork experiences. We also provide a brief overview of DisCrit in relation to early childhood personnel preparation and present DisCrit Classroom Ecology to apply the framework components to preschool fieldwork.
{"title":"Counteracting Dysconscious Racism and Ableism Through Fieldwork: Applying DisCrit Classroom Ecology in Early Childhood Personnel Preparation","authors":"C. L. Hancock, Chelsea W. Morgan, J. Holly","doi":"10.1177/0271121421989797","DOIUrl":"https://doi.org/10.1177/0271121421989797","url":null,"abstract":"Early childhood personnel preparation programs must prepare future early educators who can counteract racism and ableism to provide all children with an equitable and just education. We applied Dis/ability Critical Race Theory (DisCrit) Classroom Ecology to early childhood and specifically to preschool settings. We argue that early childhood personnel preparation programs can utilize this framework to prepare preservice early educators to facilitate more equitable experiences for Children of Color with disabilities and their families. We discuss the importance of preparing future early educators to counteract racism and ableism through their fieldwork experiences. We also provide a brief overview of DisCrit in relation to early childhood personnel preparation and present DisCrit Classroom Ecology to apply the framework components to preschool fieldwork.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"41 1","pages":"45 - 56"},"PeriodicalIF":2.1,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0271121421989797","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48952759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-01DOI: 10.1177/0271121421991222
Xigrid Soto-Boykin, Anne L. Larson, Arnold Olszewski, Veena Velury, Anna-Lena Feldberg
Young children with and without disabilities who are bilingual or in the process of learning multiple languages have many strengths; however, educational policies and bias related to bilingualism for children from linguistically minoritized groups have typically included deficit-based views. The purpose of this systematic review was to identify how researchers describe these children and their caregivers. Thirty research studies were included in the review. Each study was published in Infants and Young Children, Journal of Early Intervention, or Topics in Early Childhood Special Education between 1988 and 2020. Studies were coded to determine participant characteristics and whether deficit- or strength-based descriptions of participants were used. Although researchers’ descriptions of participants’ linguistic backgrounds varied, most were English-centric, and deficit-based descriptions of bilingualism were more prevalent than strength-based descriptions. Preliminary recommendations are provided for describing children and families from linguistically minoritized communities and including strength-based language in research and practice.
{"title":"Who Is Centered? A Systematic Review of Early Childhood Researchers’ Descriptions of Children and Caregivers From Linguistically Minoritized Communities","authors":"Xigrid Soto-Boykin, Anne L. Larson, Arnold Olszewski, Veena Velury, Anna-Lena Feldberg","doi":"10.1177/0271121421991222","DOIUrl":"https://doi.org/10.1177/0271121421991222","url":null,"abstract":"Young children with and without disabilities who are bilingual or in the process of learning multiple languages have many strengths; however, educational policies and bias related to bilingualism for children from linguistically minoritized groups have typically included deficit-based views. The purpose of this systematic review was to identify how researchers describe these children and their caregivers. Thirty research studies were included in the review. Each study was published in Infants and Young Children, Journal of Early Intervention, or Topics in Early Childhood Special Education between 1988 and 2020. Studies were coded to determine participant characteristics and whether deficit- or strength-based descriptions of participants were used. Although researchers’ descriptions of participants’ linguistic backgrounds varied, most were English-centric, and deficit-based descriptions of bilingualism were more prevalent than strength-based descriptions. Preliminary recommendations are provided for describing children and families from linguistically minoritized communities and including strength-based language in research and practice.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"41 1","pages":"18 - 30"},"PeriodicalIF":2.1,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0271121421991222","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41936983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-01DOI: 10.1177/0271121421992429
Soyoung Park, Sunmin Lee, Monica Alonzo, J. Adair
In this article, we draw on DisCrit to critically analyze how a group of early childhood educators approached assistance with young children of color with disabilities in a Head Start inclusion classroom. Using examples from data collected over one school year, we demonstrate how child-centered assistance advances justice for young children of color with disabilities who are often subjected to a surveillance culture in schools. We critique assistance that aligns with the medical model of disability and aims to change young children of color with disabilities to conform to ableist, racist expectations of schooling. We offer examples of assistance practices that contrastingly aim to support young children of color with disabilities to pursue their own interests and purposes. Through these counterstories, we reconceptualize assistance as a practice that can support young children of color with disabilities to be more fully themselves.
{"title":"Reconceptualizing Assistance for Young Children of Color With Disabilities in an Inclusion Classroom","authors":"Soyoung Park, Sunmin Lee, Monica Alonzo, J. Adair","doi":"10.1177/0271121421992429","DOIUrl":"https://doi.org/10.1177/0271121421992429","url":null,"abstract":"In this article, we draw on DisCrit to critically analyze how a group of early childhood educators approached assistance with young children of color with disabilities in a Head Start inclusion classroom. Using examples from data collected over one school year, we demonstrate how child-centered assistance advances justice for young children of color with disabilities who are often subjected to a surveillance culture in schools. We critique assistance that aligns with the medical model of disability and aims to change young children of color with disabilities to conform to ableist, racist expectations of schooling. We offer examples of assistance practices that contrastingly aim to support young children of color with disabilities to pursue their own interests and purposes. Through these counterstories, we reconceptualize assistance as a practice that can support young children of color with disabilities to be more fully themselves.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"41 1","pages":"57 - 68"},"PeriodicalIF":2.1,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0271121421992429","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44898592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-01DOI: 10.1177/02711214211007068
Margaret R. Beneke, S. Blanchard, M. Vinh, E. Barton
All young children have the right to early learning opportunities in which they are positioned to learn, grow, and participate as valued members of their families, programs, and communities. However, substantial societal inequities directly impact access to equitable education for all children. Young children navigate social worlds in which racism, ableism, and many other intersecting oppressions operate to create inequitable systems. Although hateful rhetoric and outward displays of racism and ableism have increased in recent years (Crandall et al., 2018; Paluck & Chwe, 2017; Southern Poverty Law Center, 2016), they also work in neutralized and invisible ways (Annamma et al., 2013). Racism and ableism perpetuate implicitly biased interactions that pathologize young children based on race or ability or both. Whether explicit or implicit, bias can have real material, social-emotional, and psychological consequences in early childhood contexts—directly affecting the ways in which young children learn, grow, and become valued members of their communities. We created this topical issue as an intentional outlet for scholars to grapple with the ways early childhood special education might counteract bias and advance justice. The contributing articles of this topical issue provide critical insights into this important topic. In the introductory article, titled “Confronting Racism and Bias Within Early Intervention: The Responsibility of Systems and Individuals to Influence Change and Advance Equity,” Blanchard, Newton, Didericksen, Daniels, and Glosson critically examine the relationship between bioecological systems and each individual in mitigating systemic racism and bias. The authors acknowledge that racism and bias (such as ableist expectations) permeate early intervention (EI) and early childhood special education (ECSE) systems and outline a framework to counter their negative effects. Through discussing the equity-evolution framework, the article identifies ways to recognize where systems might currently be and areas to strive for more in becoming equity-empowered. When systems are equity-empowered, the authors argue that services are centered around those who have had disparate outcomes and focus on rooting out causes for differential outcomes. This article’s focus on system design and individual responsibility is important in pursuing equity through EI/ECSE research, professional language, and early childhood personnel preparation. In the second article, titled “Who is Centered? A Systematic Review of Early Childhood Researchers’ Descriptions of Children and Caregivers from Linguistically Minoritized Communities,” Soto-Boykin, Larson, Olszewski, Velury, and Feldberg delve into language ideologies undergirding descriptions of linguistically minoritized children and caregivers within ECSE research, and ways the ECSE field might counteract linguistic racism. The authors analyzed bilingualism-focused articles in three peer-reviewed journals in ear
{"title":"Counteracting Bias and Advancing Justice in Early Childhood","authors":"Margaret R. Beneke, S. Blanchard, M. Vinh, E. Barton","doi":"10.1177/02711214211007068","DOIUrl":"https://doi.org/10.1177/02711214211007068","url":null,"abstract":"All young children have the right to early learning opportunities in which they are positioned to learn, grow, and participate as valued members of their families, programs, and communities. However, substantial societal inequities directly impact access to equitable education for all children. Young children navigate social worlds in which racism, ableism, and many other intersecting oppressions operate to create inequitable systems. Although hateful rhetoric and outward displays of racism and ableism have increased in recent years (Crandall et al., 2018; Paluck & Chwe, 2017; Southern Poverty Law Center, 2016), they also work in neutralized and invisible ways (Annamma et al., 2013). Racism and ableism perpetuate implicitly biased interactions that pathologize young children based on race or ability or both. Whether explicit or implicit, bias can have real material, social-emotional, and psychological consequences in early childhood contexts—directly affecting the ways in which young children learn, grow, and become valued members of their communities. We created this topical issue as an intentional outlet for scholars to grapple with the ways early childhood special education might counteract bias and advance justice. The contributing articles of this topical issue provide critical insights into this important topic. In the introductory article, titled “Confronting Racism and Bias Within Early Intervention: The Responsibility of Systems and Individuals to Influence Change and Advance Equity,” Blanchard, Newton, Didericksen, Daniels, and Glosson critically examine the relationship between bioecological systems and each individual in mitigating systemic racism and bias. The authors acknowledge that racism and bias (such as ableist expectations) permeate early intervention (EI) and early childhood special education (ECSE) systems and outline a framework to counter their negative effects. Through discussing the equity-evolution framework, the article identifies ways to recognize where systems might currently be and areas to strive for more in becoming equity-empowered. When systems are equity-empowered, the authors argue that services are centered around those who have had disparate outcomes and focus on rooting out causes for differential outcomes. This article’s focus on system design and individual responsibility is important in pursuing equity through EI/ECSE research, professional language, and early childhood personnel preparation. In the second article, titled “Who is Centered? A Systematic Review of Early Childhood Researchers’ Descriptions of Children and Caregivers from Linguistically Minoritized Communities,” Soto-Boykin, Larson, Olszewski, Velury, and Feldberg delve into language ideologies undergirding descriptions of linguistically minoritized children and caregivers within ECSE research, and ways the ECSE field might counteract linguistic racism. The authors analyzed bilingualism-focused articles in three peer-reviewed journals in ear","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"41 1","pages":"4 - 5"},"PeriodicalIF":2.1,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02711214211007068","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44642427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：