Over the past thirty years, developmental and learning sciences have started to illuminate the need for better access to anti-racist, culturally sustaining early childhood education and care programs. While physical access to programs continues to be an urgent need in the U.S., many communities of color continue to demand access to early childhood education spaces that are safe for their children to learn - programs that are working hard to root out racism and White supremacy from their policies and practices. In this study, we draw upon over 350 hours of data from teachers of young children ages 3-8 years old to offer a detailed, qualitative exploration of how racism impacts children's early learning experiences across early childhood bilingual, inclusion, and multiracial classrooms that serve majority children of color. We examine the policy implications of racism on children's access to agentic learning experiences at school. We also discuss how the findings from our study suggest guidance for programs and policies that want to increase access to agency-supportive environments for young children of color.

中文翻译：

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有色人种幼儿公平获得机构支持的早期教育环境


在过去的三十年里，发展和学习科学已经开始阐明需要更好地获得反种族主义、文化可持续的幼儿教育和保育计划。虽然在美国，实际参与项目仍然是迫切需要的，但许多有色人种社区仍然要求获得对他们的孩子来说安全学习的幼儿教育空间——这些项目正在努力根除种族主义和白人至上主义。他们的政策和做法。在这项研究中，我们利用 3-8 岁幼儿教师提供的 350 多个小时的数据，详细、定性地探讨了种族主义如何影响儿童早期双语、包容性和多种族课堂的早期学习经历。大多数有色人种儿童。我们研究了种族主义对儿童在学校获得主体学习经历的政策影响。我们还讨论了我们的研究结果如何为希望增加有色人种幼儿获得机构支持环境的机会的计划和政策提供指导。