Chapter 8: Nurturing Our Youngest Citizens: Race, Class, Gender, and Sexuality in the Pre-K Curriculum

Early childhood education (ECE) forms the foundations of healthy and full participation in a multicultural society (Derman-Sparks & Edwards, 2010; Pelo, 2008; Swiniarski & Breitborde, 2003). ECE providers play a pivotal role in shaping culturally sensitive learning environments. It takes courage for ECE providers to first identify as cultural workers—a term we borrow from Segura-Mora (2008, p. 4)—and, second, share ownership in advancing Derman-Sparks & Edwards’ framework for anti-bias education.

Through collaborative inquiry and use of a diversity checklist for field observations, author-educators share the enactment of social justice teaching in Miss Pat’s pre-K classroom. This chapter presents illustrations on how Miss Pat infuses race, class, gender, and sexuality into her pre-k curriculum. In the analysis, the author-educators draw from differing backgrounds, years of experience, and student populations; as well as their collective experience in public schools, private schools, in-home day cares, Head Start, special needs classrooms, parent education, and administration. This chapter concludes with recommendations for relevant children’s books, as well as methods for implementing positive change in ECE settings.