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Curriculum and Social Inquiry Commons™
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Articles 121 - 150 of 268
Full-Text Articles in Curriculum and Social Inquiry
Angry Like Me, Catherine-Laura Dunnington, Shoshana Magnet
Angry Like Me, Catherine-Laura Dunnington, Shoshana Magnet
Occasional Paper Series
In this article we take on a challenging picture book, The Heart and the Bottle written and illustrated by Oliver Jeffers, and how one preschool boy’s response changed us. As part of a three-center initiative to discuss hard feelings and grief with preschool learners, we teamed with six preschool teachers to read and work through this text. We explore how both the preschoolers’ and the teachers’ responses challenged us to look at how the disjoint between pedagogy (literature that says we should teach these types of texts) and practice (how this classroom experience actually unfolds) leaves much room for continued …
Storytime Is A Sunrise: Employing Children’S Literature To Mediate Socio-Emotional Challenges In The Life Of A Young Child, Carolina Soto Bonds
Storytime Is A Sunrise: Employing Children’S Literature To Mediate Socio-Emotional Challenges In The Life Of A Young Child, Carolina Soto Bonds
Occasional Paper Series
This piece explores the trials and victories of a teacher's literary therapy for Will* a student faced with the ravages of mental health struggles and instability in his home life. The purpose here is to divulge the vulnerabilities of a personal story in the hopes of generating support for other educators who might be battling similar conflicts. Along the way, as varying children's books like My Happy Sad Mummy, by Michelle Vasiliu, and The Colour Monster by Anna Llenas, play integral parts in emotional healing, the teacher confronts her own internal unrests as Will's obstacles inch too close to home. …
Introduction: Facilitating Conversations On Difficult Topics In The Classroom: Teachers’ Stories Of Opening Spaces Using Children’S Literature, Mollie Welsh Kruger, Susie Rolander, Susan Stires
Introduction: Facilitating Conversations On Difficult Topics In The Classroom: Teachers’ Stories Of Opening Spaces Using Children’S Literature, Mollie Welsh Kruger, Susie Rolander, Susan Stires
Occasional Paper Series
For this edition of the Bank Street Occasional Paper Series, we invited educators to share stories from their practice: times when they utilized children’s literature and conversations to address real life; the difficult topics that children experience through the mirror of their own experiences or the windows of their peers, communities, or world.
Possibilities And Problems In Trauma-Based And Social Emotional Learning Programs
Possibilities And Problems In Trauma-Based And Social Emotional Learning Programs
Occasional Paper Series
No abstract provided.
Creating Classroom Community To Welcome Children Experiencing Trauma, Katherina A. Payne, Jennifer Keys Adair, Shubhi Sachdeva
Creating Classroom Community To Welcome Children Experiencing Trauma, Katherina A. Payne, Jennifer Keys Adair, Shubhi Sachdeva
Occasional Paper Series
How elementary and early childhood classrooms engage with socio-emotional learning is deeply connected to creating a classroom community. Yet, much of socio-emotional learning curricula focuses on the individual child, rather than on the everyday interactions that build and sustain community. During the Civic Action and Young Children study, we spent a year in a Head Start preschool in Texas, where we noticed that although many children in the class struggled with varied difficult circumstances including poverty, homelessness, discrimination and threat of deportation, the teachers did not label them as homeless, illegal immigrants or poor. Additionally, children seemed to help one …
Threading The Needle: On Balancing Trauma And Critical Teaching, Brian Gibbs, Kristin Papoi
Threading The Needle: On Balancing Trauma And Critical Teaching, Brian Gibbs, Kristin Papoi
Occasional Paper Series
This essay describes and takes up the task of what the authors call threading the needle—teaching difficult content with a critical lens while simultaneously teaching with a trauma-informed pedagogy. Drawing data from three qualitative studies, one focused on teachers teaching for social justice in unjust school spaces, another looking at how teachers teach war to the children of soldiers, and a third how teachers teach lynching in schools near historic lynching sites, this manuscript argues that threading the needle is made more difficult by a too generalized definition of trauma informed teaching, shortsighted professional development on the topic, and too …
Emotionally Responsive Practice As Trauma Informed Care: Parallel Process To Support Teacher Capacity To Hold Children With Traumatic History, Lesley Koplow, Noelle Dean, Margaret Blachly
Emotionally Responsive Practice As Trauma Informed Care: Parallel Process To Support Teacher Capacity To Hold Children With Traumatic History, Lesley Koplow, Noelle Dean, Margaret Blachly
Occasional Paper Series
This article features an adult-focused trauma informed approach that is an integral part of Bank Street’s Emotionally Responsive Practice work in schools. The authors share stories of parallel process work with teachers and administrators in various school settings, giving the reader insight into an approach that supports integration of the teacher’s past and present, and promotes empathy for the children they once were, as well as the children who fill their classrooms. The work is situated within the context of the high prevalence of Adverse Childhood Experiences that impact our communities of both children and adults, and leave them vulnerable …
All I Want To Say Is That They Don’T Really Care About Us: Creating And Maintaining Healing-Centered Collective Care In Hostile Times, Asif Wilson, Wytress Richardson
All I Want To Say Is That They Don’T Really Care About Us: Creating And Maintaining Healing-Centered Collective Care In Hostile Times, Asif Wilson, Wytress Richardson
Occasional Paper Series
Too often educators (care-givers) are left to navigate toxic work environments without proper support to combat the systemic issues they face daily. Institutions of higher education have neglected to make the health and well-being of care-givers a priority. This failure continues to maintain and perpetuate the oppressive conditions that mirror trauma, pain and stress. The authors of this study extend Ginwright’s (2018) healing centered engagement to conceptualize what they call healing centered collective care—a fugitive framework of care for the care-givers. Data was collected through two case studies and those generative themes are presented using testimonios from the authors.
The Importance Of Narrative: Moving Towards Sociocultural Understandings Of Trauma-Informed Praxis, Noah Golden
The Importance Of Narrative: Moving Towards Sociocultural Understandings Of Trauma-Informed Praxis, Noah Golden
Occasional Paper Series
Dominant framings of trauma-informed pedagogy are currently grounded in a purely biomedical understanding of trauma, often locating ‘problems’ to be solved in individual students or communities, and engendering ‘solutions’ that focus on discourses of self-regulation and control. While these framings are slowly giving way to broader environmental understandings of trauma and marginalized youth, a deeper understanding of ecologies of privilege, disposession, and relationships to/with trauma is needed to understand the role(s) that schooling might play in mitigating traumatic experiences and their effects on young people. In particular, many students of color who are working-class or experiencing poverty must navigate racialized, …
Why Trouble Sel? The Need For Cultural Relevance In Sel, Julia Mahfouz, Vanessa Anthony-Stevens
Why Trouble Sel? The Need For Cultural Relevance In Sel, Julia Mahfouz, Vanessa Anthony-Stevens
Occasional Paper Series
With regards to efforts to imagine more equitable spaces of learning for all students, we are compelled to ask: How can SEL programs address the needs of marginalized, minoritized, and/or historically under-resourced students without deeply considering the cultured context of social interaction and school learning? Although evidence shows SEL programs yield benefits in multiple domains, most programs are based on monolithic approaches that often do not consider dynamics of power and oppression in the context of schooling. In this paper, we discuss the crucial role of culture in SEL frameworks. We propose adopting an interdisciplinary lens to integrate culturally relevant …
Trauma By Numbers: Warnings Against The Use Of Ace Scores In Trauma-Informed Schools, Alex Winninghoff
Trauma By Numbers: Warnings Against The Use Of Ace Scores In Trauma-Informed Schools, Alex Winninghoff
Occasional Paper Series
The school trauma-informed movement is grounded in Adverse Childhood Experiences (ACE) research, which has informed professional development, philosophies, understandings of students’ lives, and school interventions. In recent years, there has been growing advocacy for ACE screenings and the use of “ACE score” data to inform individual and school interventions. This application of the ACE framework raises a number of ethical concerns for K-12 school professionals, particularly since high ACE scores are associated with dismal life trajectories for students who are not “resilient” enough to overcome their hardships. This article challenges the frequent claim that the trauma-informed frameworks move school professional …
Let Them Get Mad: Using The Psychoanalytic Frame To Rethink Sel And Trauma Infomed Practice, Clio Stearns
Let Them Get Mad: Using The Psychoanalytic Frame To Rethink Sel And Trauma Infomed Practice, Clio Stearns
Occasional Paper Series
This article draws on the concept of the psychoanalytic frame to argue that SEL and trauma-informed practices, as codified constructs, might be excessively rigid when it comes to making sense of children's and teacher's emotional worlds. Drawing on vignettes from observations in a third-grade classroom where there is not yet a mandate for SEL, the author shows how sometimes, the very absence of a codified approach to children's difficult behaviors and emotions can lead to an increase in their sense that they are seen and heard by their teacher and by one another.
Issue 43: Possibilities And Problems In Trauma-Based And Social Emotional Learning Programs, Tracey Pyscher, Anne Crampton
Issue 43: Possibilities And Problems In Trauma-Based And Social Emotional Learning Programs, Tracey Pyscher, Anne Crampton
Occasional Paper Series
Social, emotional, and affective experiences are impossible to separate from thinking, doing, and being in the world. Increasingly, schools and community-based organizations are recognizing this truth through the adoption of programs that focus on the emotional lives of children and youth, especially when emotions are fraught, and lives have been difficult. Programs such as social emotional learning (SEL) frameworks and trauma-informed practices (TIP) are not only popular, they are deemed “essential” in almost every corner of the social services sector.
Promise In Infant-Toddler Care And Education
Promise In Infant-Toddler Care And Education
Occasional Paper Series
This special themed issue of the Occasional Paper Series seeks to highlight and challenge assumptions about infant-toddler care and education. In the Call for Papers, we specifically asked for critical analyses of the state of the field; for contributions from practitioners, policy researchers and policymakers, teacher educators, and colleagues from international contexts to interrogate the status quo. We were not surprised, however, when the papers submitted, with one exception, came from university researchers or faculty working with students. Caregivers and teachers of the youngest children are overwhelmingly women, often with families of their own, with limited time, support, or incentives …
Introduction To The Guttman Articles, Virginia Casper
Introduction To The Guttman Articles, Virginia Casper
Occasional Paper Series
The Guttman Center for Early Care and Education came about through a 2016 grant from the Guttman Foundation to provide a quality professional development and support system to child care providers and practitioners in East New York, Brooklyn. The program paired coaching with Saturday workshops delivered in the community to address local community needs. Following participants’ graduation, the program initiated a learning network to promote continued peer learning (see the articles in this issue by Robin Hancock and Marjorie Brickley). Although the project has ended, the learning network—and thousands of interactions from the many relationships that were formed—remain and continue …
Preparing Infant-Toddler Professionals: A Community College’S Perspective, Jennifer M. Longley, Jennifer M. Gilken
Preparing Infant-Toddler Professionals: A Community College’S Perspective, Jennifer M. Longley, Jennifer M. Gilken
Occasional Paper Series
Preparing professionals to work with infants/ toddlers is complex and unique because of the age group. Community colleges have an integral role in the preparation of infant/ toddler professionals, The Borough of Manhattan Community College infant/ toddler preservice program identified the following four elements to prepare professionals to deliver high-quality, relationship-based practices: (1) relationship-based program, (2) fieldwork opportunities, (3) curriculum, and (4) faculty.
Including Autism: Confronting Inequitable Practices In A Toddler Classroom, Emmanuelle N. Fincham, Amanda R. Fellner
Including Autism: Confronting Inequitable Practices In A Toddler Classroom, Emmanuelle N. Fincham, Amanda R. Fellner
Occasional Paper Series
As co-teachers in a toddler room, we share a personal narrative about our experiences working with a child diagnosed with autism while in our care. Framed within the competing discourses of the medicalized perspective on disability and the individual, child-centered philosophies of early childhood education, we investigate the inequities we felt in the classroom and make connections to the field of early childhood inclusive education at large.
A Bizarro World For Infants And Toddlers And Their Teachers, Marcy Whitebook
A Bizarro World For Infants And Toddlers And Their Teachers, Marcy Whitebook
Occasional Paper Series
A bizarro world reverses our everyday realities. You may be familiar with the concept if you have ever read DC Comics or watched Seinfeld. In the bizarro world I envision for our nation’s infants and toddlers, family income does not determine whether their parents can afford to take time off work in the first months of their lives nor their right to high quality early care and education. In every infant-toddler program, whether offered in a center or home, staff are steeped in the science of child development and early learning pedagogy, and can depend on good wages and working …
Overlooked Too Long: Focusing On The Potential Of Infant-Toddler Child Care, Joan Lombardi
Overlooked Too Long: Focusing On The Potential Of Infant-Toddler Child Care, Joan Lombardi
Occasional Paper Series
Child care appears to be emerging as a national issue. After decades of being relegated to the minor leagues of American policy, child care for working families has become front-page news. It has been almost 50 years since the passage of comprehensive child care reform. The Comprehensive Child Development Act of l971 would have provided for a network of child care programs, ensured federal standards, and provided funds to train caregivers, among other provisions. Unfortunately it was vetoed, setting back child care for decades.
Unlocking Birth To Three: Context Really Matters, Hb Ebrahim
Unlocking Birth To Three: Context Really Matters, Hb Ebrahim
Occasional Paper Series
It is undisputed that birth to three are the foundational years where the youngest in our society experience extraordinary growth that contributes towards their development and learning. High quality programmes direct their efforts at building caring relationships, providing nurturing environments and working in partnerships with families and communities. Acting to develop responsive programmes and equitable practices, however, is not straightforward. Contestations have been brought to the fore by dissenting voices to mainstream narratives that privilege certain ways of knowing young children. In light of this, it is critical to ask: How has the dominant knowledge base for birth to three …
The Nurturing Care Framework: From Policies To Parents, Linda Richter
The Nurturing Care Framework: From Policies To Parents, Linda Richter
Occasional Paper Series
When most people think of early childhood development, what comes to mind is preprimary school learning; similarly, when they think about how best to ensure a child turns out well, their thoughts turn to adolescents. The FrameWorks Institute in Washington, DC, calls this “aging up,” a phenomenon that has been demonstrated as a bias in policy and public thinking in several countries, including South Africa (Richter, Tomlinson, Watt, Hunt, & Lindland, 2019). Yet it is the earliest period of life, from conception to two to three years of age, that most strongly regulates our trajectory across the course of our …
Infant Toddler Care And Education: Speaking Up For Young Children And Their Caregivers, Virginia Casper, Sharon Ryan
Infant Toddler Care And Education: Speaking Up For Young Children And Their Caregivers, Virginia Casper, Sharon Ryan
Occasional Paper Series
Much of the policy-and practice-focused research on infant-toddler care and education has been concerned with the issue of program quality. That is, what elements constitute a quality program for infants and toddlers that ensures their ongoing developmental success? Researchers have sought to identify the structural and process indicators necessary for young children to receive the kinds of responsive interactions that contribute to positive developmental outcomes.
Choosing Advocacy
Occasional Paper Series
Two articles comprise this publication. In "Beyond the Story-Book Ending: Literature for Young Children About Parental Estrangement and Loss," Megan Matt analyzes over 30 books for young children on the topics of abandonment, estrangement, divorce, and foster care. She observes that this loss might appear as an event within the story or as a fear articulated by a young child. She states that, as an educator, she hopes that she can make the children realize that their own stories are "real" and legitimate, no matter what messages they might encounter or fail to encounter in the media. In "Walking the …
Delicate Moments: Kids Talk About Socially Complicated Issues
Delicate Moments: Kids Talk About Socially Complicated Issues
Occasional Paper Series
The author offers an analysis of the failures and insights she experienced working with adolescents at a progressive school while discussing how the students understood and experienced race and identity -- their own and that of others. While she encountered students who were willing to take her into their worlds, her efforts fell flat when her questions turned out to be about their experiences of race and class. In response to such questions, Bauman received, on the whole, confusion, a few stories that distanced the teller from the events, and queries about whether this was "what she wanted." At that …
Welcoming The Stranger: Essays On Teaching And Learning In A Diverse Society
Welcoming The Stranger: Essays On Teaching And Learning In A Diverse Society
Occasional Paper Series
This issue of "Occasional Papers" is filled with stories by and about "strangers"--people of all ages who perceive themselves or have been perceived by others as outsiders either because of who they are, where they have come from, or even how recently they have arrived in this country. Successful educators know that the ability to welcome the stranger into the classroom, indeed an entire group of strangers each September, is essential to building a productive, caring community of learners. They know, too, that, from the point of view of students new to the school or society, the culture of the …
High-Needs Schools: Preparing Teachers For Today's World
High-Needs Schools: Preparing Teachers For Today's World
Occasional Paper Series
In the second decade of the 21st century, some schools are in trouble and some schools are not. The subject of this Occasional Paper is the preparation of teachers for schools that--lacking sufficient resources, effective leadership, or vocal advocates--are failing to educate their students by any reasonable measures. The teachers and teacher educator contributors to this volume offer a more variegated set of responses grounded in a diversity of local experiences. Their approaches to researching and understanding the immediacy of becoming a teacher are based on decades of working in hard-pressed urban schools and the institutions that supply them with …
Inclusive Classrooms: From Access To Engagement
Inclusive Classrooms: From Access To Engagement
Occasional Paper Series
No abstract provided.
Progressive Practices In Public Schools
Living A Philosophy Of Early Childhood Education: A Festschrift For Harriet Cuffaro
Living A Philosophy Of Early Childhood Education: A Festschrift For Harriet Cuffaro
Occasional Paper Series
No abstract provided.
Am I Patriotic? Learning And Teaching The Complexities Of Patriotism Here And Now
Am I Patriotic? Learning And Teaching The Complexities Of Patriotism Here And Now
Occasional Paper Series
This issue of the Bank Street Occasional Paper Series seeks to grapple with the complexity of patriotism, particularly in relation to its workings in the lives of teachers and students in schools. Like it or not, schools teach (about) patriotism implicitly if not explicitly. Therefore, much consideration needs to go into what schools should teach about and how they should enact patriotism.