Coaching for Diversity, Equity, Inclusion, Accessibility, and Belonging in Early Childhood

Dr. Anni Reinking is an educator, author, researcher, mother, wife, aunt, daughter, step-mother, social justice advocate, and a current elected official (School Board member). She has been in the field of education for over 16 years. As a classroom teacher she taught in Mombasa, Kenya, the Southside of Chicago, Northwest Indiana, and Central Illinois. Upon leaving the PK-5 classroom learning environment, she worked in the social service field, as a college professor, and as a professional development provider. Anni owns Reinking Education Consulting, LLC (www.akreinking.com). In this work she focuses on facilitating the growth of organizations and schools to increase equity, diversity, and transform to a place of inclusion. Laycee Thigpen MS. Ed. is an education consultant, poet, and researcher. She focuses her work on developing racially inclusive environments for early childhood children, families, and educators and combating biases and stereotypes in early childhood classrooms. Laycee has years of experience teaching in childcare and Head Start, directing a summer program, being a supervisor, instructor, and coach for both pre-service and in-service teachers. Laycee continues to challenge and motivate educators to establish environments where all people are valued and uses her poetry for reflection in DEIAB training. She currently lives in Central Florida with her husband and four children.

Chapter 1: Diversity, Equity, Inclusion, Access, and Belonging in Early Childhood

The history of America is built on exclusion, power, and privilege, however this reality is often absent from early childhood classrooms. Many early childhood professionals have the view that young children are not ‘ready’ for conversations surrounding the -isms that America is built on. However, research shows that infants as young as 6 months old can show a preference to an individual's skin color, which supports the idea that we are humans who base our “survival” on noticing and being aware of differences in our environment. In this chapter we will define and outline what diversity, equity, inclusion, access, and belonging mean in an early childhood environment, specifically an environment that is welcoming and safe for all students, families, and staff members. Beginning the book with definitions will ground the readers in common language before moving towards change and inevitable cognitive dissonance.Chapter 2: Coaching, Mentoring, and SupervisingLeaders of early childhood programs and/or learning environments need to understand how coaching, mentoring, and supervising differ when planning for programwide DEIA implementation. In this chapter, we will explore the pros and cons of each position, provide examples of when these positions are needed, and detail the need to have trained, diverse perspectives in each position, in order for all voices to be represented and equitable policies to be enforced.
Additionally, it is important to understand the Adult Learning Theory for impacting change within a group. Our goal of this section is to help educators grow in their work towards DEIA. We will walk through how to engage early childhood educators and help them to understand why having an equity lens is needed. Additionally, we will debunk the myths of equity in early childhood and replace them with truthfulness. We will briefly cover the other steps of the Adult Learning Theory.
Chapter 3: Strategies to Address Interpersonal ConflictA cycle for educators to engage in conversations, especially conversations that may be more conflict based was developed by Reinking in 2019. Basing this chapter on that model, as well as expanding information to discuss modes of communication, communication blocks and barriers, as well as strategies for actively listening will be integrated into this chapter. Furthermore, concepts of agreeing to disagree, finding and focusing on a common goal, as well as the concept about intent versus impact will be outlined. All of these concepts will be addressed as a way to set the stage of jumping into conversations that are often conflict based due to the impact on values and beliefs. One of the main questions we will ask in this chapter, and throughout the book, is “If we do not want to create and implement equitable learning environments, then who do we want to discriminate against?” as a way for readers to continually reflect. As part of this process, we will also discuss the important concept of calling in versus calling out.* For the remaining chapters each of the concepts will be supported through a case study. We are not sure where the case study overview should be provided.
Chapter 4: Developing a Sense of Group BelongingDeveloping a positive group dynamic is imperative to start this difficult and lengthy process, the process of transformation and implementation of a programmatic change that focuses on equity for all. In this chapter, we will outline ways to develop in-person positive group dynamics through several different activities, as well as virtual group dynamics.  Ideas for developing a sense of belonging dependent on group size will also be provided. Tips on how to connect with someone that feels like an outsider, which includes the positive outcomes of affinity groups.  Chapter 5: Identifying Change ModelsAfter a sense of belonging within the group is developed, discussions around change models are important for people to have a continuous reflection process. Various change models will be introduced such as Anti-Bias Educator continuum of change, the McKinsey’s 7-S Model, Kotter’s Theory, and the continuum of change and engagement. Furthermore, we will discuss the Anti-Racist continuum from a wider view of an anti-ism continuum of growth and change. This will include developing an action plan for continued use and growth.Chapter 6: Initial Group Learning (*could possibly turn into 2 chapters)Depending on the size of the program, initial group learning could occur in a program-wide group, or in smaller groups. Regardless, the initial learning will have similar topics, all of which will be outlined in this chapter. Topics such as implicit bias, microaggressions, hidden curriculum, strengths-based mindsets, and multicultural curriculum implementation. The multicultural implementation will be outlined as a year long reflection process for the whole program. This process is to help the early childhood professionals reflect on practices and lessons currently occurring that could be changed to be more inclusive and equitable.The initial group learning ends with a culminating activity and request for a small work group focused on implementing DEIA. Furthermore, this process will also be walking through a process of community mapping as a way to understand the learning environment and wider community. This will create a process of reflecting on diversity within the community.Chapter 7:  Equity and Diversity Work GroupA process for developing a diversity work group will be discussed, along with the many conversations and impacts of designing such a group. For example, how do you get diverse voices if there is not diversity at your program or are you asking BIPOC professionals to carry the “burden” of educating everyone else on diversity? Once a workgroup is developed, the planning for programmatic change begins. It is imperative that the staff complete the planning and work because their voices will be the voices advocating for and fielding questions from their coworkers. While this process may be different depending on programmatic needs, the first step of the small work group is to develop a working purpose for the work and a diversity/equity statement for the overall program. Once that process is completed, the small workgroup will complete tasks and planning for programmatic implementation and integration of equity-focused changes (http://www.edchange.org/multicultural/curriculum/characteristics.html).Chapter 8: Program IntegrationOnce the Diversity committee completes their planning for implementation, it is time to implement. Implementation involves several parties, including staff, students, administration, wider school communities, and families. While not all of these parties need to be on the same equity-focused change journey, knowledge of the program journey is needed to be communicated. In this chapter we discuss how the diversity committee will introduce the pilot year of equity-focused implementation program wide, communication with families, and activities that will span the program. This will be another step for the entire program, and individual early childhood professionals ‘change journey’. Therefore, change models and reflection on change will be reviewed in this section as a way to reflect on growth.Chapter 9: Structural ChangeStructural change, as based in Banks Multicultural curriculum implementation, focuses on weaving “new materials, perspectives and voices ...seamlessly with current frameworks of knowledge to provide new levels of understanding from a more complete and accurate curriculum” (http://edchange.com/multicultural/curriculum/steps.html). Therefore, this chapter will outline the first year of full implementation, along with possible struggles/problems and solutions. Included in this chapter will also include the structural change of policies and procedures that may need to be implemented through a more critical and equitable lens.Chapter 10: Implications for Individual and Program ChangeWhat to do after the first year? What are some implications for the future? These, as well as more questions will be asked and answered in the last chapter. The focus will be on continual growth and constant reflection. “What if this is not working?” Helping organizations identify why their program is not further on the anti-racism (anti-ism) continuum and what they can do to help.