Informed and Guided by Context: Strengths-Based Teaching and Learning
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Ms. Bernice was trying something new. She sent the following message to the families of her multilingual preschoolers, and she was not sure what would听happen next.
Can you share a video with a story about a family memory of a trip in a car, bus, motorcycle, train, bike, plane, boat, etc. that you can never forget? . . . This could be a fun road trip with cousins to see family or a trip you used to take with family members to go to school or work. . . .听Please describe the mode of transportation and why it was memorable. Make a drawing or collage with your child that includes a picture of听the transportation.
The responses were immediate and positive. Families had stories to share, and they were excited to share them. Their stories held insights into their everyday lives, and they offered relevance and depth to their children鈥檚 learning about a topic. Their stories filled the classroom space鈥攑hysically, cognitively, socially, and emotionally. Without this link, such meaningful connections would have been left untapped.
Children鈥檚 behaviors, learning, outside-of-school experiences, and interactions can too often be framed by what is missing, lacking, or needs to be fixed鈥攁 deficit perspective. To reach their potential, children need to be understood, valued, taught, and cared for through a strengths-based approach. While the term has been around for some time, what does it really mean to take a strengths-based approach to teaching听and learning?
In this issue of听Young Children, authors (including Ms. Bernice) demonstrate different ways early childhood educators can use research-informed strategies, materials, and activities to build from children鈥檚 individual as well as social and cultural assets. Threaded across the issue are themes of inclusivity, joy, and belief in children鈥檚 capabilities. These are essential ingredients of developmentally appropriate practice, which is why they are emphasized throughout the latest听position statement.
Opening the cluster is 鈥�Engaging Families of Multilingual Learners: Using Families鈥� Stories to Link Classroom Content with Children鈥檚 Funds of Knowledge,鈥� written by Alexandra Figueras-Daniel and Bernice Vasquez. The authors show how they used audio and video recordings paired with photos to incorporate families鈥� lived experiences and stories into the class鈥檚 study听of transportation.
Next, 鈥�A Strengths-Based Approach to Inclusive Education for Children of Color with Disabilities,鈥� by Sunmin Lee and Monica Alonzo, outlines four practices to recognize the assets of children with disabilities, especially children of color with disabilities. The authors offer examples of these practices in action, grounded in their work in inclusive Head听Start classrooms.
Similarly, 鈥�STEM for All: Promoting Inclusive STEM in Early Childhood鈥� details how early childhood educators can plan and implement joyful, accessible STEM experiences. Douglas H. Clements, Elica B. Sharifnia, Chih-Ing Lim, Julie Sarama, Megan Vinh, and Natalie Schock highlight how educators can notice and adjust the learning environment, materials, and instruction to build on children鈥檚 interests, capabilities, and what they already know听and do.
Indeed, an asset-based approach can begin with what is already present and happening in children鈥檚 lives, which is demonstrated in 鈥�Using Environmental Print to Support Content Learning: Learning from Cereal Boxes.鈥� Shelley Hong Xu, Stacy Bauer, Sandra Mora Garcia, Claudine Maloles, and Kelly Gacos found that using a form of environmental听print鈥攃ereal boxes鈥攑rovided ample opportunities to address learning goals and connect with children鈥檚 contexts in听their classrooms.
Drawing from the cultural knowledge and assets of a local community, Jenny Kate Karr, Alicia Stapp, Kenya Wolff, and Laurel Lambert write about an initiative focused on access to healthy foods. 鈥�Meal Kits as a Strengths-Based Practice in the Mississippi Delta鈥� describes an ongoing project in which families, early learning programs, community partners, and a research team collaborated to design and implement a meal kit program, which contained ingredients and materials to support family and community engagement听in nutrition.
Closing the cluster is 鈥�Teaching for Equity and Agency: Intentional Strategies That Support听Anti-Bias听Education.鈥� In this article, Lisa Kuh, Debbie LeeKeenan, and Nadia Jaboneta outline a curriculum approach that aligns with anti-bias education听goals鈥攖he goals and ideas that help advance equity and justice in early childhood education. Then, they follow one class鈥檚 exploration of families, demonstrating the thinking and teaching practices used to enact equitable teaching and learning for听all children.
I hope the information and examples in this issue help you to lead with joy, inclusivity, and assets as you use a strengths-based approach in听your setting.
鈥擜nnie Moses
As you read the articles in this issue, consider:
- How can I engage families in upcoming themes or units of study?
- How can I adapt my environment and materials to nurture STEM explorations for all of the children in my setting?
- What artifacts from children鈥檚 homes can I use to increase their engagement with environmental print?
- This issue also includes an article about academic conversations in kindergarten. Do the books in my classroom reflect children鈥檚 lived experiences and interests? How might I partner with families to expand my collection?
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A 3-year-old created a picture of himself with his听4-year-old听brother. For the first time, he included a new friend from preschool. He drew all of them playing in the rain together.
Is your classroom full of children鈥檚 artwork?听To feature it in听Young Children, see the link at the bottom of the page or email听[email protected]听for details.
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Send your thoughts on this issue, and on topics you鈥檇 like to read about in future issues of听Young Children, to听[email protected].
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