Anti-bias education is inherently about change. This means embracing some level of uncertainty while holding tight to the vision of a more just world. Demographic changes, shifts in social views and polarizing political issues, widely disseminated during the 2016 U.S. presidential campaign, present challenges and complexities as we seek to be more inclusive and equitable in our early childhood programs. The pervasive and easy access to media daily brings issues and current events into our lives. Children are aware of and influenced — sometimes harmfully — by media messages as well as adults’ reactions to them (Costello, 2016).

education (ECCE) program puts diversity and equity goals at the center of all aspects of its organization and daily life. It involves much more than adding new materials and activities into the already existing learning environment. Rather, broad systemic changes are necessary. The learning environment and curriculum, as well as program policies, structures, procedures, and processes, all come into play. Change also includes the attitudes of the individuals who serve the children and families. In sum, it is “a process, not an event” (Kugelmass 2004, 6). While the urgency to implement anti-bias education is great from the perspective of the children’s needs, the process of change happens over time; an anti-bias education leader must plan for the long haul. Successful anti-bias Louise DermanSparks, Debbie LeeKeenan, and John Nimmo

Jennifer Adair Jennifer Aldrich Angela Baum Michelle Bauml Doris Bergen Gloria Boutte Amanda Branscombe Lorraine Breffni Amy Broemmel Christopher Brown Nancy Brown Deborah Bruns Julie Bullard Jan G. Burcham Kathryn Castle Lori Caudle Christine Chaille Dong Hwa Choi Kenneth Counselman Leslie Couse Kay Cutler Sara Davis Anne Dorsey Angela Eckhoff Roy Evans Beatrice Fennimore Nancy Freeman Doris Fromberg Vicki Garavuso Dawn Garbett Jennifer Gilliard Dierdre Greer Sophia Han Sanna Harjusola-Webb Helen Hedges Julie Herron Rebecca Huss-Keeler Mary Jensen Jim Johnson Ithel Jones Laura Kates Virginia Keen Jill Klefstad Byran Korth Janice Kroeger Vickie Lake Karen LaParo Yuen-Ling Joyce Li Shannon McNair Daniel Meier Monica Miller-Marsh Mary Jane Moran Mark Nagasawa Stacey Neuharth-Pritchett Shelley Nicholson John Nimmo Deborah Norris Nadjwa Norton Cynthia Paris Will Parnell Jean Plaisir Beth Powers-Costello Patricia Ramsey Susan Recchia Stuart Reifel Frances Rust Sharon Ryan Catherine Scott-Little Lynda Kathryn Sharp Meagan Shedd Frances Sherwood Sara Sherwood Mariana Souto-Manning Dolores Stegelin Andrew Stremmel Judit Szente

The purpose of this study was to investigate the impact of participation in a research mentorship team (RMT) on early childhood teachers' professional identities. The participants were seven early childhood teachers engaged in preservice teacher supervision at a university-affiliated child care center who volunteered to be members of the RMT facilitated by two teacher educators. This process involved informal monthly meetings and activities over the course of 2 years intended to engage teachers more directly and intentionally in inquiry. The teachers' perspectives regarding the benefits and the challenges they faced in the RMT were explored. The findings of this study, derived from interviews, meeting transcripts, and supporting documents, offer insight into: (1) early childhood teachers' changing paradigms regarding the research process, (2) the role of participation in research on teachers' engagement in the intellectual/theoretical elements of teaching, and (3) the impact of changing teacher identities on the culture of an early childhood center.

As children begin to construct an understanding of human differences and similarities during their earliest years, early childhood teachers are challenged to be culturally responsive to the diversity of the children and families. Based on our review of the literature and other existing tools, this article discusses a framework for thinking about this work and proposes critical elements for teachers to re-examine their practice. The article describes a reflective tool structured to provoke thinking about attitudes, assumptions, and knowledge base regarding culturally responsive teaching.