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Social and Behavioral Sciences Commons™
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- Early childhood (8)
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Articles 1 - 30 of 50
Full-Text Articles in Social and Behavioral Sciences
Looking Down, Up, Forwards And Backwards: Telling The Story Of The Menominee Sustainable Forest, Kate Van Haren
Looking Down, Up, Forwards And Backwards: Telling The Story Of The Menominee Sustainable Forest, Kate Van Haren
Occasional Paper Series
The common narratives of history focus often focus on settlement and colonization. These stories often focus on the destruction of natural resources and the historic trauma of Indigenous who used and preserved them for thousands of years. The story of the Menominee, a Native nation, in southeast Wisconsin, offers a counternarrative of success. Using primary sources and the scholarship of Wisconsin-based activists, historians, and educators, this article explores the civic actions Menominee needed to protect their sustainable forest and how these lessons can be used to teach environmental stewardship in elementary classrooms.
Singing In Dark Times: Improvisational Singing With Children Amidst Ecological Crisis, Stephanie Schuurman-Olson
Singing In Dark Times: Improvisational Singing With Children Amidst Ecological Crisis, Stephanie Schuurman-Olson
Occasional Paper Series
Through this research-creation project -- which is represented by a process-driven ten-minute video -- the author asks what ways of knowing emerge when children and adults, more-than-human, and inhuman engage in improvised singing together in an urban park? This project recognizes our current "dark times" within ecological collapse and operates from a space that hopes to build relationality with sonic ecologies through listening-and-singing experiences, while centering the voices of children and other singers within the ecologies we sing in-and-with.
Ungrasping The Other: The Parent, The Child, And The Making Of Solidarities. A Response To Esther Ohito, Rubén Gaztambide-Fernández
Ungrasping The Other: The Parent, The Child, And The Making Of Solidarities. A Response To Esther Ohito, Rubén Gaztambide-Fernández
Occasional Paper Series
The child reaches forward with his toes, extending to touch the world from the comfort of his mother’s lap. She smiles, wide brown eyes into the camera, left hand resting on her left knee while the index finger of her right hand clinches the child’s overalls near his belly, holding him in place. He smiles, wide eyes into the camera, right hand resting on her right wrist while the index finger of his left hand points forward. He feels the warmth of his mother’s chin resting on his nearly bald head, nested in the safety of her crossed legs. The …
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, …
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 …
Inclusive Classrooms: From Access To Engagement
Inclusive Classrooms: From Access To Engagement
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.
Supporting Young Children Of Immigrants In Prek-3
Supporting Young Children Of Immigrants In Prek-3
Occasional Paper Series
This special issue of the Occasional Paper Series describes practices and policies that can positively impact the early schooling of children of immigrants in the United States. We consider the intersectionality of young children’s lives and what needs to change in order to ensure that race, class, immigration status, gender, and dis/ability can effectively contribute to children’s experiences at school and in other instructional contexts, rather than prevent them from getting the learning experiences they need and deserve.
#Sayhername: Making Visible The T/Terrors Experienced By Black And Brown Girls And Women In Schools
#Sayhername: Making Visible The T/Terrors Experienced By Black And Brown Girls And Women In Schools
Occasional Paper Series
No abstract provided.
Queering Education: Pedagogy, Curriculum, Policy
Queering Education: Pedagogy, Curriculum, Policy
Occasional Paper Series
No abstract provided.
Introduction: A Vision For Transforming Early Childhood Research And Practice For Young Children Of Immigrants And Their Families, Fabienne Doucet, Jennifer Adair
Introduction: A Vision For Transforming Early Childhood Research And Practice For Young Children Of Immigrants And Their Families, Fabienne Doucet, Jennifer Adair
Occasional Paper Series
This special issue of the Occasional Paper Series describes practices and policies that can positively impact the early schooling of children of immigrants in the United States. We consider the intersectionality of young children’s lives and what needs to change in order to ensure that race, class, immigration status, gender, and dis/ability can effectively contribute to children’s experiences at school and in other instructional contexts, rather than prevent them from getting the learning experiences they need and deserve.
Small Schools And The Issue Of Race, Linda C. Powell
Small Schools And The Issue Of Race, Linda C. Powell
Occasional Paper Series
Bank Street College of Education, in conjunction with the Consortium on Chicago School Research did a study of small schools in Chicago. This paper examines one element of the findings in depth - the interaction of race and school size. Powell argues that small schools are by their very nature an anti-racist intervention.
Where Our Girls At? The Misrecognition Of Black And Brown Girls In Schools, Amanda E. Lewis, Deana G. Lewis
Where Our Girls At? The Misrecognition Of Black And Brown Girls In Schools, Amanda E. Lewis, Deana G. Lewis
Occasional Paper Series
Black and brown girls remain too often at the margins not only in society at large and in our schools but also in our research and writing about schools. Herein we argue for careful consideration of the specific ways that their raced and gendered identities render these girls vulnerable and put them in jeopardy so that educators and scholars do not become complicit in their marginalization. We focus on dynamics of invisibility and hypervisibility. While these dynamics may seem to be diametrically opposite, both involve the process of what scholar Nancy Fraser (2000) calls “misrecognition” (p. 113).
Introduction: Reading And Writing The T/Terror Narratives Of Black And Brown Girls And Women: Storying Lived Experiences To Inform And Advance Early Childhood Through Higher Education, Jeannine Staples, Uma M. Jayakumar
Introduction: Reading And Writing The T/Terror Narratives Of Black And Brown Girls And Women: Storying Lived Experiences To Inform And Advance Early Childhood Through Higher Education, Jeannine Staples, Uma M. Jayakumar
Occasional Paper Series
Staples and Jayakumar introduce this issue of the Occasional Paper Series that speaks to the #SayHerName social justice initiative. The movement aims to expose the experiences of Black and Brown girls and women who are subject to police violence in society and various violences in schools. In response to this movement, this issue includes stories of Black and Brown women from early childhood education through higher education.
Steady Work, Tom Roderick
Steady Work, Tom Roderick
Occasional Paper Series
Roderick's remarks made on the occasion of receiving an honorary doctorate from Bank Street College of Education in 1999. He speaks about his steady work in conflict resolution programs, because there is always a need for conflict resolution in a world where conflict is natural but violence is taught.
Curriculum Drama: Using Imagination And Inquiry In A Middle School Social Studies Classroom, Catherine Franklin
Curriculum Drama: Using Imagination And Inquiry In A Middle School Social Studies Classroom, Catherine Franklin
Occasional Paper Series
This essay provides a vivid window into an eighth-grade class engaged in a legislative curriculum drama. Students acted as members of political parties within the Senate and participated in legislative hearings, discussed costs and benefits to legislation, and engaged in debates. Curriculum drama formed a bridge that linked the task of teaching and learning about a defined unit of study to the authentic interests, concerns, and energies of the students
The Nyc Board Of Education Mandates Pledging Allegiance [Poem], Kate Abell
The Nyc Board Of Education Mandates Pledging Allegiance [Poem], Kate Abell
Occasional Paper Series
Kate Abell shares a poem following September 11. It is a criticism of the requirement of pledging allegiance to the flag in school.
The Children Keep Reminding Us: One School's Experience After 9/11, Kate Delacorte
The Children Keep Reminding Us: One School's Experience After 9/11, Kate Delacorte
Occasional Paper Series
This essay reflects on the experience of a new preschool that was located a few blocks away from the World Trade Center and had not yet opened at the time of September 11. After the event, the school held meetings with teachers, parents, and their children. The conversations highlighted the overwhelming difference between the needs of the parents and the needs of the children. Through sharing of fears, experiences, and emotions, the new community grew closer.
Re-Visioning The World Trade Center, Alexandra Weisman
Re-Visioning The World Trade Center, Alexandra Weisman
Occasional Paper Series
This is a story that takes place more than a year after September 11, 2001. It is about the complex, ongoing ways that this event has affected curriculum. It is also about the thoughtful and ingenuous ways that eleven- year-old students at the Bank Street School for Children came to “re-vision” the World Trade Center site through three different perspectives.
Living In Question, Cynthia Rothschild
Living In Question, Cynthia Rothschild
Occasional Paper Series
September 11 and the following months found Rothschild's students asking: "Why is there suffering?" "What has real value for me and for my society?" and, most resoundingly, "Is there a God?" She had few answers. The value that came to the forefront in her post-September 11 teaching was the value of living in question.
"Building Up": Block Play After September 11, Lisa Edstrom
"Building Up": Block Play After September 11, Lisa Edstrom
Occasional Paper Series
Like most people in New York City, the children in Edstrom's class were affected by the events of September 11. However, not until five weeks later did these particular five- and six year-olds begin to make sense of what happened. Through the use of block play, they were able to explore the difficult emotions and questions we all had about the World Trade Center attack
A Story To Tell, Megan Rose
A Story To Tell, Megan Rose
Occasional Paper Series
Rose recounts her experience on September 11 while being the teacher of an eleventh grade class. This essay demonstrates a teacher's need to be a leader and caregiver in the face of disaster, and subsequently allow for reflection and processing of emotions. Initially, her job stifled her own emotional response to the attack, but she was eventually able to use curriculum and creativity in the classroom to help herself and her students engage and reflect on their experiences.
The Need To Be Apart In An Inclusive Educational Setting, Zenaida Muslin
The Need To Be Apart In An Inclusive Educational Setting, Zenaida Muslin
Occasional Paper Series
This paper illustrates the need for direct acknowledgement and support of children and faculty of color in inclusive educational settings. Muslin recounts her experiences at many different schools and how each offered a new perspective on diversity. The most profound impacts she has made in her community stem from her work at Bank Street School for Children, where she and her fellow faculty recognized the importance of having separate meetings and focus groups devoted to the concerns of people of color within the institution.
Conversations With Children About Death, Molly Sexton-Reade
Conversations With Children About Death, Molly Sexton-Reade
Occasional Paper Series
This paper emphasizes the need for conversations around death in the classroom. Today's children are exposed to information about death through a wide variety of media. Teachers have a responsibility to provide opportunities for children to process this information in ways that are developmentally appropriate - acknowledging children's "magical thinking" as well as experiences children may have surrounding death.
Wouldn't It Be Cool If Everyone Turned Out To Be Blue? Building A Curriculum About Sexual Orientation For Nine- And Ten-Year-Olds, Stephanie Nelson
Wouldn't It Be Cool If Everyone Turned Out To Be Blue? Building A Curriculum About Sexual Orientation For Nine- And Ten-Year-Olds, Stephanie Nelson
Occasional Paper Series
Nelson draws upon her experiences as an elementary school teacher to discuss ways in which sexual orientation can be addressed through curriculum. Aspects of the curriculum implemented in the Bank Street School for Children included "Gay Talks", read alouds, debates, and discussions about civil rights and how they relate to the LGBTQ community.
Performing Gender In The Elementary Classroom, Gail Masuchika Boldt
Performing Gender In The Elementary Classroom, Gail Masuchika Boldt
Occasional Paper Series
This paper raises questions about teachers’ interventions into children’s exchanges around gender in elementary classrooms. Masuchika Boldt argues that gender is ever-present in the classroom and children are constantly making assertions about the meaning of gender and the authenticity of their own and others’ gender performances. She speaks to the question, “If a teacher does interpret this exchange as being at least in part about gender, what, if any, response is called for?”
Introduction: Talking Tough Topics In The Classroom, Jonathan G. Silin
Introduction: Talking Tough Topics In The Classroom, Jonathan G. Silin
Occasional Paper Series
An introduction to this Occasional Paper, in which four educators describe their approaches to tough topics in the classroom—gender, sexual identity, death, and diversity. Despite differing subject matter, the essays have much in common from which we can learn. An important commonality is the involvement of at least three kinds of learning— cognitive, emotional, and social.
Teaching My Child To Resist In Kindergarten, Christine Ferris
Teaching My Child To Resist In Kindergarten, Christine Ferris
Occasional Paper Series
Ferris describes how she taught her son to resist in his kindergarten classroom while drawing on her own experiences as an educator. Their experience draws attention to common teaching methods that do not promote socialization or free thinking. This also highlights the issues that can arise when the value system of a school does not align with a family's own beliefs - especially when alternative schools are not a viable option.