Early Childhood and the Asian American Experience

Sohyun “Soh” Meacham, PhD, is an Associate Professor of Literacy Education at the University of Northern Iowa. Su-Jeong Wee, PhD, is an Assistant Professor of Child and Family Studies at California State University, Los Angeles. Jinhee Kim, PhD, is an Associate Professor of Elementary and Early Childhood Education at Kennesaw State University. Sophia Han, PhD, is an Associate Professor of Early Childhood Education and Teacher Education at the University of South Florida. Wu-Ying Hsieh, PhD, is an Associate Professor of Early Childhood Special Education at the University of Northern Iowa.

Acknowledgements

Chapter 1. Introduction: Framework for Asian American Early Childhood Education

Introduction

Asian American Early Childhood

The “Model Minority” Stereotype

Cultural Emphasis on Education in Asian Communities

Languages of Asian American Early Childhood

Nuances of Lack of Representation

Theoretical Influences for This Book

Asian Traditional Values and Asian American Parenting Practices

Our Review of AsianCrit based on Early Childhood Education Perspectives

Alternative Theories for Asian American Early Childhood Education

Designing a New Framework for this Book: Intersectionality of Asian American Early Childhood

Cultural Dimensions of Asian American Early Childhood

Representation of Asian American Children

Intersectionality and Socioeconomic Realities in Asian American Early Childhood Education

Navigating Our Research Lens: Our Reflexivity and Positionality for This Significant Book

Chapter 2. Suda (수다) about Asian Beliefs for Early Childhood Research and Practice

Introduction

The Suda Approach of Korean American Early Childhood Scholars’ Research and Practice

What is Suda?

Suda as Theoretical Framework of Korean American Early Childhood Scholars

Suda as Research Methods of Korean American Early Childhood Scholars

Former Research with Suda in Korean American Families with Young Children

Suda for Children’s Exploration of Racial/cultural Identity and Racism

Suda Examining Our Own Early Education Practice

Suda in Play-Based Family Literacy Practice in Korean American Families

Other Early Childhood Approaches Based On Asian Traditional Beliefs

Eco-Early Childhood Education in Korea

An Inclusion Approach through Confucian Beliefs in Hong Kong

Thich Nhat Hanh’s Interbeing for Understanding Immigrant Children’s Lived Experiences

Explaining Play in the East Indian Context with Hindu

Conclusion

Chapter 3. Understanding Social and Emotional Learning (SEL) for Asian American Children: Evolving Perspectives and Imperatives

Current State of Social and Emotional Learning in Early Childhood Education

Importance of SEL in Early Childhood

Cultural Responsiveness of SEL in Early Childhood

Asian American Children’s Social and Emotional Learning

Societal Perspectives Influencing Asian American Children’s SEL

Asian American Families’ Perspectives and Experiences of Their Children’s SEL

Implications for Supporting Asian American Children’s Social and Emotional Learning

Promoting Culturally Responsive SEL Training in Early Childhood Teacher Education

Amplifying the Voices of Asian American Children in SEL Research

Conclusion: Beyond Model Minority Stereotypes

Chapter 4. Invisible and Untold Poverty among Asian American Children in Early Childhood

Introduction

Why is Poverty in Asian Americans Untold and Invisible?

Model Minority Myth

The Lack of Data and Aggregated Data of Asian Americans

Asian American Children in Poverty Studied in Early Childhood Education Journals

The Process of Selection for Journals in Early Childhood Education

Asian American Children in Poverty Studies in the Selected Journals

Comprehensive focus: Studies addressing Asian American children in poverty

Partial focus: Studies addressing Asian American children in poverty

Discussion

Future Research

Educators

Limitations of the Chapter

Chapter 5. Multicultural Picturebooks on Asian or Asian American Children and Their Families

Multicultural Picturebooks on Asian or Asian American Children

Underrepresentation and Misrepresentation of Asian American Children in Picturebooks

Under-representation

Misrepresentation

Research Studies on Unpacking Underrepresentation and Misrepresentation of Asian/Asian Americans in Children’s Picturebooks

Research Studies on Korean/Korean Americans in Children’s Picturebooks

Research Studies on Chinese/Chinese Americans in Children’s Picturebooks

Research Studies on Japanese/Japanese Americans in Children’s Picturebooks

Research Studies on Filipino/Filipino Americans in Children’s Picturebooks

Research Studies on Taiwanese/Taiwanese Americans in Children’s Picturebooks

Going Beyond Individual Asian/Asian American Cultures Portrayed in Children’s Picturebooks: Racism and Intersectionality

Trends of Multicultural Picturebooks on Asian/Asian American Before and After the COVID-19 Pandemic

Chapter 6. Unpacking the Intersectional Invisibility of Asian American Children with Disabilities in Early Childhood Research

Introduction

The Intersectional Invisibility of Asian American Children with Disabilities

What We Learned from Research about the Parents of Asian American Children with Disabilities and Their Culture

The Cultural Context of Asian American Children with Disabilities

Parents’ Difficulties and Strengths

What We Learned from Children’s Literature Research about Asian American Children with Disabilities: the In/Visibility of Asian American Children with Disabilities in Picturebooks

Henry in A Friend for Henry

Chamnan in Bread Song

The Deaf Sister in I Have a Sister – My Sister is Deaf

The Need for More Mirror/Window Books that Positively Represent Asian Americans with Disabilities

Implications

For Teaching Practice

For Researchers

Chapter 7. Asian American Parents’ Perceptions of their Children’s Experiences in the Predominantly White Community

Introduction

Asian American Children and Families in Predominantly-White Communities

Heritage Language and English for Asian Americans in Predominantly White Communities

Current Study

Methods

Context

Participants

Data

Procedures

Data Analysis

Findings

“Super Double Minority”

Dissonance between Expectations of Heritage Language Learning and Stark Reality

Diverse Language Experiences of Asian American Children

“Teaching the Kids is Very Tricky.”: Writing Development in Heritage Languages

Living in PWS: Advantage or Disadvantage?

Discussion

Conclusion

Index