March 29, 2023 NAEYC Issues Call for Papers on Identity and Early Childhood Education The National Association for the Education of Young Children (NAEYC) recently issued a Call for Papers for the fall 2023 issue of their online journal, “Voices of Practitioners.” Themed, “Reflecting on Our Own Identities in Early Childhood Education,” NAEYC seeks stories that explore how early childhood professionals’ reflections on their own identities (specifically social identities) impact their work with young children. Paper proposals are due by Friday, April 7. About Voices of Practitioners “Voices of Practitioners: Teacher Research in Early Childhood Education” is an online, peer-reviewed journal in which teachers provide a critical perspective on their roles in children’s development and learning. Published by NAEYC, it disseminates early childhood teachers’ systematic study of an aspect of their own classroom practice. Call for Papers Social Identities and Early Childhood Education The concept of identity is complex and shaped by individual characteristics; family dynamics; historical factors; and social, cultural, and political contexts. Social identity refers to the group categories that each society creates and defines. These categories include race, family structure, language, gender, religion, and economic class. Reflecting on how these identities intersect and influence practice can help early childhood educators understand and challenge how systems of oppression and privilege operate in early childhood settings. Considerations for Writing About Social Identity NAEYC is interested in receiving submissions that explore a wide range of topics, including but not limited to: how your social identities have informed your understanding of the children and families you work with how your social identities have influenced your teaching practices and classroom dynamics the role of self-reflection and professional development in understanding and addressing how your social identities impact your teaching Submission Guidelines Who can submit a paper proposal? teachers and administrators at any stage in their career working with young children aged birth to 8 years early childhood educators with various backgrounds, experiences, and perspectives teacher educators, particularly those working with associate degree students What should paper proposals include? Proposals should be 500-750 words in length and should include the following features: an idea for a personal narrative essay that discusses identity and practice, relative to the broader issues of equity and social justice a statement of the challenge or opportunity for reform the paper intends to address a brief contextual overview of the submitter’s program (e.g., geography, the population of children and families served, etc.) a key anecdote or descriptive narrative that captures the heart of the submitter’s message bullet points of two to three lessons the submitter has learned from their experience and their reflections about it How do interested educators submit? Interested educators should email their completed proposal to editorial@naeyc.org. Please indicate in the subject line that it is a submission for “Voices of Practitioners” Fall 2023. Proposals are due by April 7. Learn More To learn more, read the full submission guidelines or visit the NAEYC “Voices of Practitioners” webpage.
December 28, 2020 New Study on Racial Socialization and Young Children Point Park University Doctoral Candidate Sherlyn Harrison recently launched a new research study to learn how parents’ racial socialization practices can be integrated into early childhood classrooms. About Like adults, young African American children experience racism. To protect and prepare their children for the harsh reality of living in a racist society, African American parents have historically conveyed racial socialization practices. Racial socialization practices build resilience and promote positive racial identity development among young African American children. To explore how parents’ racial socialization practices can be integrated into early childhood classroom settings, Point Park University Doctoral Candidate Sherlyn Harrison launched a new research study entitled, “Racial Socialization and Young Children.” If you are interested in participating in the study, complete this online survey. Survey Expectations Survey participants will be asked six questions, including a list of demographic items that best describe you. By completing the survey and clicking submit, survey respondents consent to participate in the study. The study should take no longer than 15 minutes to complete. Following the survey, participants will be invited to talk with the researcher further about the topic. To be invited, survey participants must provide their contact information in the space provided in the survey. Within a week, the researcher will contact you to schedule an interview on Zoom. The interview will consist of open-ended questions to gain more information about how the survey respondent communicates and engages with young African American children regarding race. More Information Participation in this study and all personal information provided will be kept confidential at all times. Participants’ names will never appear on any survey or research instruments. If you have any questions, please contact 412.583.3658 or semichi@pointpark.edu.
September 15, 2020 Parents, Children, and Transgender Identities Are you interested in learning about children’s gender identity and how to provide gender affirmation to all children? Join Brazelton Touchpoints Center on October 14 for “Parents, Children, and Transgender Identities.” About Transgender-rights advocates Johanna Olson-Kennedy, MD, and Aydin Olson-Kennedy, LCSW, will join Brazelton Touchpoints Center to talk about children’s gender identities and providing gender affirmation to all children. Registration To learn more and register, visit the event webpage.
July 22, 2020 Dismantling Anti-Blackness in Multiracial Families Join EmbraceRace on July 28 for “Raising Multiracial Children, Part 2: Dismantling Anti-Blackness in Multiracial Families” as they explore how to actively reject white supremacy and anti-Blackness in multiracial families. About During the second webinar of this two-part series on anti-racist parenting and multiracial children, presenters will discuss anti-Blackness and how anti-Black messaging shows up in multiracial families (including non-Black families). Referencing recent examples from social media, presenters breakdown three common myths that perpetuate anti-Blackness within multiracial families and describe how these myths negatively impact the identity development of multiracial Black children specifically. To conclude the series, presenters will offer tangible steps that parents and caregivers can take now to actively reject white supremacy and anti-Blackness and build resilience as a multiracial family. Questions and comments are welcome. Registration To register and learn more, visit the event webpage.
Examining the Complexity of Multiracial Identity Did you know that roughly one in seven infants in the United States is multiracial or multiethnic? Join EmbraceRace on July 23 for “Raising Multiracial Children, Part 1: Examining the Complexity of Multiracial Identity” as they explore what it means to be multiracial and how caregivers can support the positive development of their child’s multiracial identity. About During this first webinar of a two-part series on raising multiracial kids, presenters will break down some of the complexities of identifying with more than one race, including the pivotal role caregivers and families play in shaping how multiracial children come to understand themselves and the world around them. Speakers will describe the challenges and strengths of identifying with more than one racial group, highlighting examples from recent research and drawing from their own personal experiences as multiracial individuals and parents of multiracial children. Comments and questions are welcome. Registration To register and learn more, visit the event webpage.
November 13, 2019 Creating Patterns of Pride with Batik K-12 educators are invited to join the Pittsburgh Cultural Trust on January 11, 2020, for “Creating Patterns of Pride with Batik.” About Join the Pittsburgh Cultural Trust to explore how patterns exist across cultures and how you can bring your own, as well as your students’ cultural identity into original pattern designs. Using resistance and color, participants will learn how to accurately reproduce repeating patterns to create a unique batik wall hanging. You will leave with resources to guide you on connecting culturally responsive teaching to arts integration and STEAM. This workshop is intended for K-12 Educators. ACT 48 and PQAS hours available. Registration To register and learn more, visit the event webpage.
May 6, 2019 Positive Racial Identity Development in Early Education Join the Positive Racial Identity Development in Early Education (P.R.I.D.E.) program for a professional development training centered on exposing directors to strategies that promote positive racial identity in African American children. This session will offer 6 credit hours; PQAS approved. Training Objectives Upon completion, the learner will be able to: Describe racial awareness (i.e., the ages and stages at which children develop an awareness of physical characteristics related to existing social categories of race in America), Display awareness of the role of early educators in supporting children’s healthy understanding of race, and Illustrate techniques for working with staff and families to integrate conversations and activities that support children’s racial awareness and positive racial identity. Registration To register for this training, visit the Pennsylvania PD Registry website. Questions For registration questions, contact Emily Bengel at 412.255.1453 or ebengel@ywcapgh.org. For course questions, contact Aisha White at 412.383.7372 or aiw9@pitt.edu. Share this flyer with your network.
March 27, 2019 P.R.I.D.E. Seeks Early Educators & Artists for Upcoming Art Festivals Recently, the Positive Racial Identity Development in Early Education program (P.R.I.D.E.) announced a call for submissions to Pittsburgh-based early childhood educators and Africana artists for the P.R.I.D.E. Pop Up Mini Art Festivals. About the Festivals Modeled after children’s activities offered during the popular Harambee || Black Arts Festivals, P.R.I.D.E. Pop Ups are small, half-day, outdoor art festivals hosted in three Pittsburgh communities: East Liberty, Homewood, and the Hill District. At the festivals, artists and educators engage young children (ages 3 to 8) and their families in hands-on activities. The goal is for adults to use art activities to teach children about their race and culture while building their positive racial identity. To see important dates and learn more, visit the P.R.I.D.E. website. Who Can Apply This call for submissions is open to early educators teaching grades Pre-K to 3rd grade and Africana artists working in the following disciplines: Literature, Performing Arts, Visual Arts & Crafts, and/or Multidisciplinary Arts. Applications are open to early childhood educators from all neighborhoods, schools, and child care settings, including public, private, charter, etc. Educators working in East Liberty, Homewood, and Hill District schools/settings are highly encouraged to apply. Participating educators and artists will receive the following compensation: Educator and Artist Cross-Training Compensation: $275 Educator and Artist Festival Participation Compensation: $260 per event ($780 total) End-of-Project Focus Group Participation Compensation: $25 Artist Material Stipend: $400 Application & Deadlines If you’re interested in applying or signing up as a volunteer, please visit the P.R.I.D.E. website. All applications must be submitted by Friday, April 5 at 11:59 p.m. About P.R.I.D.E. As a part of the University of Pittsburgh School of Education’s Office of Child Development, P.R.I.D.E. is a multifaceted program designed to help young African American children (ages 3 to 8) develop a positive racial identity, support teachers and parents by building their racial knowledge, and raise awareness of the impact of race on young children. The program provides a range of services, such as training opportunities for educators and artists, Parent Village sessions for Black children, and art festivals created to immerse young Black children in a space designed to celebrate them. See the P.R.I.D.E. Pop Up Mini Art Festivals flyer. *Information provided by the P.R.I.D.E. Program
