Nine ways to confront bullying in the early grades.

It was a Wednesday. The afternoon was moving along as it typically does. My daughters and I sat down to eat a snack. I asked both of them, “Who did you each lunch with today, sweetie?” My older daughter looked at me and began to cry. Tears and a hug later were followed up by a question I had asked myself growing up. But the context was different and I had no one to answer. I asked the question because I was pushed and tripped. Hers was because she was told nobody likes her.

“Why am I bullied?”

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The Misconceptions We Reinforce When Talking to Children about Disability, and Solutions

Itzel and Javi Last school year my youngest daughter befriended a young boy, Jonathan in her class with Down Syndrome. A few months into the school year she and my older daughter were having regular conversation about playing with Jonathan. Throughout that stretch of time I was met by periodic questions and comments about why Jonathan. Why doesn’t Jonathan say words? Why does Jonathan have different rules than other children? Why does Jonathan have his own teacher? Many times the questions came across as rhetorical. It sounded like the came out of a conversation that the teachers had with the students. The questions were more about receiving confirmation from me, a former early childhood special educator and researcher of high-quality inclusive education. But I wasn’t confirming what other adults were telling them. Most often, I was clarifying misconceptions.

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Why Don’t We Ever See Children With Disabilities at the Playground?

Don't call me specialAbout a week ago, I was supervising my daughters as they played on a playground.  This was a new playground for us.  It was pretty typical.  A ground cover of wood chips, slides, bars to climb across, walls to climb up, etc.  They also had six swings, two for babies and toddlers, two traditional and, less common two adaptive swings.  These swings are typically blue or red, look like an upright reclining chair, and have four chains connecting them to the cross bar; two in the front and two in the back.  They are designed to support children who do not have the size, core strength or muscle tone to sit on the other swings. Also rare for playgrounds were the rubber walkway/ramps that wove through the wood chips.  Each ramp lead to a piece of playground equipment.  I took brief notice of these features, but I didn’t consider them something worth pointing out to the children.  I was wrong.

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Supporting a Child Who Wants to Become Woke: Engage!

The term “stay woke” was originally coined by musician Erykah Badu in her 2008 song Master Teacher. In the song, Badu sings, “Baby sleepy time, to put her down and I’ll be standin’ round until sun down…I stay woke.” I was introduced to this song last March on an episode of the highly recommended podcast, Code Switch.

At the time, I was sitting on a bus riding through downtown Denver. My destination was a regional conference where I was scheduled to deliver a presentation titled: Facilitating a Developmentally Appropriate Conversation on Social Justice and Equity with Young Children. The presentation was built around my personal experiences growing up, talking with my daughter, Addi, and reflections from my twelve years as an early childhood educator. At the core of the conversation was how Addi and I work to be woke. This second of the three blog series outlines three lessons I have learned. We must Engage!

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