Faculty & Student News

Join leading researchers and authors of Caring for Self: A Workbook for Early Childhood Educator Wellbeing for this FREE, transformational online webinar series!

Self Stewardship: Protecting Your Well-Being

January 27, 2025 | 5:00 - 6:15 PM PST

Program Stewardship: Well-Being for Your Team

February 10, 2025 | 5:00 - 6:15 PST

Last 15 minutes are for Q&A

Reserve Your Spot

PSU student worker Lillian MacDonald, left, takes notes as lead teacher Christine Gmeiner, right, engages with her class during group time at the Helen Gordon Child Development Center. Photos: Elayna Yussen, College of Education

WEAVING EDUCATION AND EMPATHY: THE ANTI-BIAS CLASSROOM AT HELEN GORDON CHILD DEVELOPMENT CENTER

By Elayna Yussen March 7th 2024 Share

On a mild February morning in a classroom at the northwest edge of Portland State University’s downtown campus, 15 students sat cross-legged on mats to form a circle. These students, unlike most at the university, are not seeking an undergraduate or graduate degree. Instead, they are three and four-year-old children at the Helen Gordon Child Development Center.

The Helen Gordon Center offers an innovative approach to early care and education for the children of PSU students, staff and faculty. It is a laboratory school, which means that it is affiliated with a university and designed to test and develop new approaches to learning and teaching, and to allow young teachers to observe and practice in a live classroom environment.

Lead teacher Christine Gmeiner, a recent graduate of PSU’s Early Childhood: Inclusive Education master’s program, describes the classroom as a learning community. Her class, dubbed the Grasshopper Collective, is a space where she collaborates with children, their families, her co-lead teacher and PSU students working as student teachers to develop anti-bias and anti-racism curriculum.

She documents the children’s comments and questions during daily group times as part of her ongoing action research – a form of investigation designed to help teachers solve problems and improve professional practices in their own classrooms.

“Let’s take three deep breaths,” Gmeiner invited the class, starting their group time with a short meditation. The children, from diverse cultural and linguistic backgrounds, know the ritual well. Mindfulness and community orientation are part of the classroom’s DNA.

After settling into the circle, they watched a black-and-white video featuring people from different racial backgrounds sharing their experiences with strong emotions, the neurological effects of those emotions and calming strategies to manage them. Gmeiner asked the children to share their thoughts on the video, then, following a brief dialogue where everyone’s comments were heard and acknowledged, she switched gears.

“I would like to talk a little bit more about the book we read the other day because we have two children who had to say goodbye to one of their grandparents because they passed away,” she said. The book, “Walking Together,” was laid open to a page with a picture of a person with their eyes closed and thinking about the people who lived before them. It was mounted on an easel so the children could easily reference it as they talked about losing a family member.

Max shares a picture of "Grandpa Glenn" from his “All About Me” book with the class.

One child in the class, Max, had recently lost his grandfather. Gmeiner asked Max to find a picture of “Grandpa Glenn” in his “All About Me” book – created by his family as part of the collaborative anti-bias work seen throughout the center – and share it with the group. Max held open his book, walking slowly and solemnly, and paused to give each classmate a chance to look at the photo of his grandfather.

“Even though he died, I still love him,” Max said, adding, “My heart felt cracked.” Many in the room had a story to share about someone they knew who passed away. The conversation and prompts focused on what it means to lose someone and how we can stay connected to that person after they are gone.

“What do we call people who are not here anymore, who lived before us?” Gmeiner asked while pointing at the person pictured in “Walking Together” to remind them of ideas they’d discussed recently.

“Ancestors!” responded a chorus of voices in unison.

Helping children see connections between different contexts is Gmeiner’s way of building critical thinking skills. “I use children’s books as mirrors or as windows to provoke conversations about difficult topics children bear witness to in their daily lives and want to make meaning of,” she said.

Throughout group time, one of several student teachers in the classroom, Lillian MacDonald, was busy taking notes. Documenting the conversation for Gmeiner’s research helps to track progress over time. For example, when the children first watched the video, MacDonald said that they didn’t really have a sense of what they were seeing. But now, after numerous viewings, “they’re actually able to think critically and talk about their own identity.”

A long and winding road

Gmeiner, who is originally from Austria, navigated a challenging path to get her teaching credentials recognized in the U.S., but her dedication to inclusive education never wavered.

Despite completing a five year Early Education degree program in Europe and extensive teaching experience across multiple countries, her options were limited to assistant teacher or substitute positions in the U.S. So she enrolled at San Jose State University and earned a bachelor’s in Child and Adolescent Development in 2017.

After moving to Portland, she began working at the Helen Gordon Center in 2018 – initially as a substitute. But by the end of her first year, Gmeiner had advanced into a lead teacher role.

Things took another turn in 2020 following the outbreak of COVID-19. Gmeiner, while still working full time at the center, started the Early Childhood master’s program at PSU. With racial tensions amplified by the murder of George Floyd and months of nightly Black Lives Matter protests in Portland, Gmeiner felt compelled to help children navigate these issues in her classroom.

A commitment to anti-bias education

Since the early 1990s, the Helen Gordon Center has been deeply committed to anti-bias work, spearheaded by former director Ellie Justice and a cohort of early childhood educators who completed their master's degrees in California. They introduced the Anti-Bias Early Education framework developed by Louise Derman-Sparks.

Through collaboration and exploration, educators embraced this approach, adapting it for their classrooms to promote inclusivity and equity for children and families. This pioneering effort catalyzed the spread of the curriculum and approach throughout the Pacific Northwest.

The anti-bias approach permeates all aspects of learning in Gmeiner’s classroom. She uses children’s literature and real-life experiences to foster dialogue and critical thinking about identity, diversity, justice and activism.

Earlier this year, the class read a book about consciousness that led to talking about how we are guests on planet earth, how everything is connected and how people before us lived on this land. One of Gmeiner’s intentions for this work is to create a land acknowledgement with the children by the end of this school year.

“Once we establish that we live on land that is not ours, we come from a more vulnerable place rather than a place of superiority,” she said. “From that place, looking at the world around us with a critical and empathic lens feels organic.”

Exploring the topic of diversity leads to the study of skin color which leads to a curiosity about Black history and racism. “The children see racial injustices in their daily lives and it is our responsibility to help them interpret them,” Gmeiner said. Based on her action research, she reports that by the time the children from her class move on to kindergarten, they are able to explain concepts like racism, equality and solidarity.

Her approach to anti-bias work is woven into the daily learning. Topics introduced are not tied to a preset calendar of holidays or introduced without context. “Just because on the calendar it’s Black History Month doesn’t mean that my three-year-olds are prepared to talk about Black history right now,” Gmeiner explained. “I need to set the foundation so I can talk about that.”

Ultimately, Gmeiner wants the children to build their own views and their own interpretations and has found a supportive and progressive environment to innovate her approach at the center.

Connections across campus

Teachers like Gmeiner have been providing intentional early education at the center for more than 40 years.

The center plays a unique role as a connecting hub, bringing students, faculty, staff and families across PSU together. With a reputation for original programs, excellent early childhood professionals and a creative learning environment, it provides high-quality early care and education to children of students, faculty and staff parents, as well as a welcoming space for innovative teaching and research. This draws PSU faculty and students in early childhood education, child and family studies, psychology and related fields.

The center offers work opportunities that help support students financially, employing over 90 students each year. It is the second largest employer of students on campus and the largest employer of international students. The collaborative nature of the center and the diversity of perspectives and experiences it brings together enriches the learning environment.

In the Grasshopper Classroom, Gmeiner has several student workers supporting her as student teachers. They are multicultural with varied interests, pursuing degrees ranging from speech pathology to international studies to computer engineering.

MacDonald, the student teacher who was taking notes during group time, is an undergraduate student studying Psychology and Child and Family Studies at PSU. She came to the Helen Gordon Center because the experience she’s gaining aligns with her career goal of working with children as a family therapist.

She’s worked in child care settings since high school and says the inclusive community approach in this classroom really stands out. “It gives them [the children] a sense of identity as opposed to just being told to listen and pay attention,” MacDonald said.

Longtime parent volunteer Kelsey Benny has had four children in various classrooms at the Helen Gordon Center over the years and is grateful for the experience they’ve had. Benny earned her bachelor’s degree from PSU and recently returned to pursue an MBA. She said that volunteering at the center is a great way to spend more time with her children, but she also loves to be there because it’s such a special place.

Benny’s son Baxter, who is now in first grade, misses Gmeiner’s classroom and often asks his mom if he can go back. What did he love so much about his time there? “Absolutely everything,” Benny said.

She also noted that, coming from the Midwest, the social justice curriculum was particularly eye-opening. Baxter has developed a strong sense of justice, which she admires. His teachers recognize this in him too, she said. He has developed a great awareness and understanding of things like gender pronouns and how to engage with people with disabilities.

“There is a softness of his heart and soul,” Benny said. Much of this, she credits to his time at the center. “It’s not something I could teach to him,” she said. “I don’t have the hours in the day.”

In an era where child care centers across the country are grappling with staffing shortages and long waitlists, the Helen Gordon Center – while not immune from these issues – remains committed to fostering empathy, inclusion and critical thinking in young children. This, along with the innovation born from collaboration across campus, is helping to shape future generations and drive social change.

“At the Helen Gordon Center, all are encouraged to participate, find their way and construct their knowledge and understanding about the world and each other,” said Lynn Green, the center’s director. “This work should be an everyday occurrence for all children in all educational systems.”

With ongoing support from institutions like the Helen Gordon Center, pioneers like Gmeiner continue to push the boundaries of early childhood education, propelling the field forward.

COLLEGE OF EDUCATION ADVANCES IN U.S. NEWS RANKINGS

By Elayna Yussen February 7th 2024

In today’s landscape of higher education, flexibility, accessibility and the ability to meet evolving student needs is more important than ever. With this in mind, U.S. News and World Report announced its 2024 rankings for the Best Online Master’s in Education Programs today. Portland State University’s College of Education (COE) ranked in the top 12% nationwide, tied at No. 35 out of 303 programs. This is a significant jump, rising 47 spots from No. 82 in 2023.

“We are excited to see our ranking improve significantly this year,” said Tina Peterman, interim dean of the College of Education. “It validates and underscores the innovative nature of our programs, the value we place on inclusion and the diversity of our students, staff and faculty. “Increasing access to high quality education is critical,” Peterman added. “As the largest and most diverse College of Education in the state of Oregon, PSU offers first-rate flexible and affordable academic programs that prepare future teachers and leaders.”

U.S. News evaluated online programs in four areas to develop its 2024 rankings: student engagement, services and technology, faculty training and peer assessment.

Online graduate programs at the COE include a master’s in Early Childhood: Inclusive Education, an interdisciplinary program with a focus on one of the following specializations: Infant Toddler Mental Health, Constructivism (Inquiry-Focused Education), Early Childhood Special Education or a Distributed Pathway.

"The early childhood program has achieved broad accessibility, nationally and internationally, with students connecting to our clear commitment to anti-bias education and inclusion, and our innovative embrace of inquiry-focused education for infants through the early years," said John Nimmo, professor and program co-coordinator. "This commitment extends to our pedagogy with adult learners in online spaces."

Other vital online programs offered by the COE include a master’s in Early Intervention Special Education, Curriculum & Instruction, Visually Impaired Learner and Postsecondary Adult and Continuing Education.

“The Visually Impaired Learner (VIL) program stands unique in the Pacific Northwest, Alaska and Hawaii as the only program of its kind,” said Holly Lawson, the VIL program coordinator. “Providing online programming is a crucial strategy to help address the shortage of teachers serving the blind and visually impaired. This approach guarantees that students with visual loss in K-12 settings receive equitable access to high-quality education.”

To learn more about the COE’s top-ranked graduate programs visit www.pdx.edu/education.

Alum Danielle McLellan-Bujnak (2023)| Changing the Image of the Child

From the Council for Professional Recognition newsletter Council LINK 1/24/2024

https://www.cdacouncil.org/en/newsletter/danielle-mclellan-bujnak-changing-the-image-of-the-child/

Danielle (MS in Early Childhood, 2023) became an Amazon best-selling author last summer after she presented at the Nannypalooza Conference in Washington, DC. The conference attracted 200 nannies who had such a passion for professional growth that Danielle decided to write a book for them. An A-Z of Respectful Care takes professional nannies through the key skills and techniques they need to provide competent, loving care for young children and their families. Danielle’s expansive reference guide covers everything from understanding child development to communicating effectively with young children and their families—knowledge that nannies are eager to get. So, they bought enough copies of her book to make it a surprise hit.

Danielle’s book answers a need, as she explains, because nannies make up a really underserved part of the early childhood field in terms of professional growth. “We know little about nannies. The scholarly work on nannies is slim and tends to include nannies as an afterthought or aside to another issue. So, nannies are a marginalized group within the somewhat marginalized early childhood workforce. And nannies face added roadblocks because many are women of color and immigrants for whom English is a second language.”

Danielle identifies with them because she, too, is a nanny—albeit one with an advanced degree and a wide range of experience in several parts of the ECE field. “I have a unique perspective because I’m one of the few people who has taught at an early childhood center and worked as a high-level professional nanny,” she says. Danielle also has a high-level perspective because she has served on the board of directors of the Newborn Care Specialist Association and been a committee chair for the International Nanny Association. She has published numerous columns in the Nanny Magazine and just published a new guide for families called This is Not a Parenting Book. Danielle straddles the worlds of ECE theory and practice with a sense of commitment to children that goes back to her early youth.

“My mom was a Montessori teacher who supported my interest in caring for young children,” Danielle recalls. “I was an only child until I was 11 years old and always wanted to have siblings. So, when my little brother was born, I was deeply involved. I went to prenatal classes with my mom. I was present at his birth, and I held him when he was 10 minutes old. When he came home from the hospital, my mom showed me how to burp, bathe and change him. Then, she also guided me on how to interact with him and help support his development from a Montessori perspective based on fostering children’s self-directed learning and respecting their independence.”

Danielle also advanced her knowledge by earning a degree in early childhood education at Northern Lights College in Canada, where her mom was born. “When I returned to the U.S. 10 years ago,” Danielle says, “I was hired right away as a lead teacher at a Head Start Center in California.” And this was Danielle’s dream job because she wanted to support children who came from challenging home situations. “Most of the children’s parents were working in the fields 12 hours a day and couldn’t spend much time with their kids, leaving the children hungry for attention. They were constantly looking for hugs from the Head Start teachers, and this could make it hard for the teachers to do their work.” So, Danielle brought in a “hug jar” to the center.

“I bought a big plastic jar filled with little, brightly colored bean bags on which I drew a heart on one side and the word hug on the other,” she recalls. “Then I set it out in the classroom and told the children how to use it. “When you want to have a hug from a teacher and we are interacting with another child, you should understand that it’s not appropriate for you to interrupt us, I explained to the class. But what you can do is you can bring us a bean bag when you need a hug. That will allow us to reach out and hug you while we continue to work with another child.” And it was an idea that worked even better than Danielle imagined. “Soon the children were bringing the bean bags not only to the teachers, but to other children. And that shows how children can extend their learning.”

Danielle decided to extend her own learning in 2016 by earning a master’s degree in early childhood [at Portland Sate University], leading to the current focus of her work. “I paid for my master’s degree by working as a professional nanny and newborn care specialist because it’s not easy to afford a master’s degree on center-based care wages,” Danielle explains. So, she pursued her studies while working for different families on short-term contracts and expanding her contacts in the community of nannies. Advancing their own professional growth became the focus of her graduate research project.

“I created an eight-hour course for nannies and worked with more than 100 participants over a period of two years,” she says. “The course was half pedagogy and half neuroscience with the goal of helping the nannies understand what it feels like to be a child. We engaged in a lot of discussion and dialogue as we explored two ways of looking at children: viewing the child as incompetent and a blank slate or viewing the child as a partner in teaching and learning.” This is the way Danielle sees young children, and she made a major impact on the nannies by the end of the course, according to the responses she collected. “Their positive view of the child increased from 34.9 percent to 67 percent,” she says, “and their negative view of the child decreased from 15.6 percent to 3.5 percent.” She had helped change their image of the child.

Danielle has also made an impact on many other nannies besides the first 100 that she taught while earning her master’s degree. “The [Action] research project was at first meant to simply fulfill the requirements for my degree, but it reached a wide audience due to my many connections in the nanny community,” she explains. “Soon nannies across the world began connecting with me and asking whether I could do the course in their city. So, I ended up teaching the course 16 times in 13 cities around the United States and the United Kingdom.”

Now Danielle is teaching the course in person and online through her company, Respectful Care, which provides professional nannies and parents with a gentle and effective way to transform behavior. “Respectful care,” she explains, “is a unique and distinctive approach to human development and care based on five dimensions of respect. They are respect for self, respect for co-parents and other family members involved in the care dynamic, respect for other professionals involved in the same care dynamic, respect for professional standards and laws, and finally respect for the child—which depends on the first four dimensions of respect. Without them, we cannot build a relationship of authentic respect for the child.”

Respecting the child also requires us to be clear about our priorities, as Danielle explains. “If we disregard our own well-being, then the care we have to offer quickly begins to fall short. If we disregard any other person who takes part in the care dynamic, that is a disservice to the child and that other person. If we disregard laws or regulations on children’s well-being, that, too, is clearly not in the best interests of the child. So, we should always put children’s health and safety first while continuing to regard them as competent human beings.”

While children are too young to give legal consent to others, they do have the ability to assent, Danielle explains. And she shows what this means by talking about Sarah, a toddler who she cared for as a nanny. “Sarah needed to have her diaper changed,” Danielle recalls, “and didn’t want to stop playing to have me do it. So, I gave her a choice. I said we can change your diaper now or we can change it in two minutes. She chose two minutes, but when the two minutes passed, she said no and started crying. I insisted to her that it’s really important for me to take care of your skin, so I’m going to carry you to the changing table. Once she was on it, she continued crying, but she lifted her bottom so I could clean her up. And this is what I mean by assent. Sarah felt a sense of agency and that led her to be a partner with me in her care.”.

Working with children like Sarah is an inspiration for Danielle, as she explains. “I want all children to have an adult in their lives who is aware of what they bring to the partnership. In our society and culture, we tend to see children as helpless and needy. But children can be competent and exceed your expectations, as Sarah did,”—the message that Danielle is passing on to nannies in her courses on respectful care. She’s seen how eagerly they respond and insists they deserve more opportunities like this to grow and learn.

“While teaching my course, I’ve learned that nannies have a tremendous desire for information that’s directly related to the context in which they work,” she says. “And I’ve documented the stunning difference that a single day of instruction makes on their understanding of children. The early childhood field is missing out by not doing enough to support the development of these dedicated and enthusiastic professionals in ECE.” So, Danielle is committed to changing the image of nannies and the young children to whom they provide care. Both deserve more of our respect.

PSU Alumnus Spotlight: Mark Marano (2018)

October, 2023

Since graduating from Portland State University's Early Childhood: Inclusive Education graduate program in 2018, Mark has embarked on a fulfilling journey in the field of early childhood education. Over the past few years, Mark has gained extensive experience and made significant contributions to the field. Mark shares,

"After graduation, I continued my role as a Lead Pre-Kindergarten Teacher at the Long Beach City College Child Development Center and Learning Lab. In this role, I had the privilege of leading a classroom of young learners, fostering their cognitive, social, and emotional development. I also played a crucial role in supporting Early Childhood Education (ECE) fieldwork and practicum students, providing mentorship and guidance to the next generation of educators."

Mark's commitment to advancing the field of early childhood education led him to become a California Early Childhood Mentor Teacher with the state of California. In this role, he actively mentored and guided aspiring educators, helping them develop the necessary skills and knowledge to excel in their careers.

Mark has also been deeply engaged in knowledge dissemination through presentations. He facilitated workshops on topics such as Observation & Assessment; Building Resilience Through Documentation, Anti-Bias Education ; & Pedagogical Documentation. Mark notes: "These presentations allowed me to share best practices and innovative approaches with fellow educators, contributing to the ongoing improvement of early childhood education."

Additionally, Mark has had the privilege of serving as adjunct faculty at two California Community Colleges, El Camino College and Long Beach City College.

Recently, Mark achieved a significant milestone in my career by accepting a full-time, tenure-track position as a Professor of Child Development and Early Childhood Education at Los Angeles Harbor College. Mark shares,

"This role presents an exciting opportunity for me to further shape the minds of future educators, conduct research, and contribute to the academic community. I am incredibly grateful for the education I received at Portland State University and for the unwavering support of my mentors, John Nimmo and Ingrid Anderson. Their guidance and mentorship were instrumental in shaping my journey in early childhood education and fostering my passion for the field."

ECE faculty on Minnesota Public Radio Podcast show

Early Childhood faculty member John Nimmo was featured in an episode on "The Future of Anti-Bias Education" for the Little Moments Count Radio podcast series for Minnesota Public radio and "The Narrative" show. Along with colleague Debbie LeeKeenan, John discusses producing films about anti-bias education for teachers. His latest film project is focused on how families engage with anti-bias education and is due for release in 2024.

Listen Below!

Teaching at Colleges & Universities: What you need to know.

Karen Virta, Master of ECIE Alumni (2018) Grand Prize Winner

Congratulations to Karen Virta from American School of Puerto Vallarta / Colegio Americano de Puerto Vallarta!!!

Her entry "Who Helps Us at School?" for the COMPASS CHANGEMAKER CHALLENGE has been selected as the GRAND PRIZE WINNER in the category of EDUCATORS.

In recognition of her talent and contribution, Karen Virta is recognized as COMPASS GLOBAL CHANGEMAKERS.

#CompassChangemakerChallenge #CompassEducation #StudentAgency #Changemakers

Watch her video here - https://fb.watch/fzqdmZq6hP/

Welcome Dr. Sally Guyon for the 2022-2023 school year.

While our wonderful Dr. John Nimmo is on sabbatical for the 2022-2023 Academic Year - Dr. Guyon will be joining us as advisor for the Master of Early Childhood: Inclusive Education program. Dr. Guyon will teach CI 590 Action Research and Advise in the Constructivist and Distributed Pathways, while supporting all of Dr. Nimmo's current advisee. Welcome Dr. Guyon.

Lynn Green named director of PSU’s Helen Gordon Child Development Center

Posted on August 15, 2022

BY SHERRON LUMLEY

https://psucollegeofed.wordpress.com/page/2/

Portland State University’s College of Education is pleased to announce Lynn M. Green as the new director of the Helen Gordon Child Development Center (HGCDC). Green recently served as interim director, and has worked as an early childhood educator, teacher-trainer and adjunct faculty at PSU during most of her career that spans three decades.

“I am delighted and humbled to appoint Lynn Green whose vision and dedication towards the HGCDC will strengthen its mission and commitment towards our staff, families, and most importantly the children we serve,” said Dr. Jose Coll, dean of the School of Social Work and interim dean of the College of Education. “I also want to thank the remarkable work of the search committee for their diligence and service.”

Lynn Green has been the Infant and Toddler Transition Coordinator at HGCDC for 19 years, and an adjunct faculty member at PSU since 2004. She first became a lead teacher and program instructor at the center in 1990. She is an alumna of Portland State, earning a Master’s in Early Childhood Education, and was certified as an Oregon Childhood Care and Education (OCCE) Master Trainer in 2014.

“I could not be more thrilled to be here,” says Green. “Early childhood education is a profession we choose, knowing it is foundational to success of young children. As a lab school in a university setting, we are in a position to help bring its importance into the light across our nation. I get excited.”

In June of 2020, Green received the President’s Diversity Award – Distinguished Staff Recipient for 2019-2020. This award celebrates members of the PSU community for their outstanding accomplishments in making PSU a more diverse, inclusive and equitable university. As an adjunct professor, Green taught courses in the College of Education and School of Social Work. For 16 years, she has taught, “Working with Diverse Families,” teaching theoretical perspectives on working with families from different socioeconomic and cultural backgrounds.

“I began by co-teaching Diverse Families with Ellie Justice, who was the 31-year director of Helen Gordon before Mary Schumacher-Hoerner. Ellie and I teaching this course as a team was very effective. We brought our sometimes very different, and sometimes very similar experiences and views into the body of the course and shared them under the magnifying glass of the course participants. It was beautiful how we could provide that living example of perspective, support and respect for not only each other, but for them as well. It worked wonderfully!” she says. “I’m relationship based in the work that I do and that includes my commitment to families. My very being is based on relationships and how I work supporting staff is about helping them put forth their best and most authentic self in the present moment,” says Green.

As the College of Education prepares and trains the teachers of tomorrow, a growing importance is placed on diversity, equity and inclusion beginning with early childhood education. Green plans to expand partnerships within Portland State to enhance the research aspect of the school, which currently provides practicum hours for students in Counseling Education, Curriculum and Instruction, Special Education, and Educational Leadership and Policy. She will also be working to develop awareness of the need for federal funding for early childhood education programs.

The Helen Gordon Center is licensed for 200 children in 12 classrooms (ages six weeks to five years). Approximately two-thirds are the children of PSU students, and one-third are the children of PSU employees, with some from the community, and a wait list. Green will supervise more than two dozen full-time staff and 30 to 40 PSU students, as well as a $3 million budget.

In addition to the annual operational budget, the PSU Foundation helps raise funds for scholarships for families. As a mother of three, and grandmother of four, whose own children went to Helen Gordon, she hopes to bring more scholarship funds in for student and staff families to attend. “Parents are struggling. It’s a national issue,” she notes.

It is a mission that will require strength and energy, and for that she has just received good news. She’s been declared cancer-free after going through surgery and chemotherapy over the past eight months. Put a checkmark next to victory as a breast-cancer survivor. She shares her diagnosis and recovery to encourage and uplift others as she moves through the world.

Congratulations, Lynn!

PSU graduate student Tam Bui with her daughter Na smile behind copies of her book on a table.

Student Spotlight: Children’s author Tam Bui is an international student in PSU’s Early Childhood Education program

Posted on July 5, 2022

Tam Bui (Bui Phuong Tam) is the author of two beautiful children’s books. The first, “This is Tết” illustrated by Mai Ngo, introduces the reader to a Vietnamese family of four generations celebrating the holiday together, intended to help Vietnamese children living all over the world learn about their roots. Her second book, “Put the phone down, now” illustrated by Hoang Giang, was inspired by a course in the Early Childhood Education (ECE) master’s program at Portland State University.

One year into the program, Tam traveled from Ho Chi Minh City in Vietnam to Portland in June for her practicum at the Helen Gordon Child Development Center on campus. While in town, she took the time to share about her career as a children’s author, and her experience in the ECE program.

COE: Could you describe your work as a children’s author?

Tam: “As a mother, I was looking for books to read to my daughter during bedtime. Books where we could see ourselves – our people, our culture, our traditions, our celebration of changing seasons, our challenges, our matters of concern, but most of the picture books in my country are imported from overseas, and they don’t reflect us. So I thought, if we can’t find what we need, why don’t we create?

I started first with a poem for my daughter who was two years old – a poem about her first Tết (Vietnamese Lunar New Year). Then, I was told how my book inspired a love of reading among children of the 0-8 age group. The two-year-olds learned by heart my phrases as they expanded their verbal vocabulary. The six-year-olds learned to read and write with my poem.
Family values and traditions shape who we are. I would like to celebrate the seasons of childhood, the bonding among family members through these family activities, which will have a profound impact on our later years as adults, no matter where we will be in this world.

My second book – ‘Put the phone down, now’ was written during Covid and was a reflection of a course that I took with Professor Sally Guyon on Big Ideas in Early Childhood Constructivist Curriculum. I wanted to share the story of how our family has addressed phone addiction through Play. The book was launched earlier this year and recently published in China.

At this point of my life, my identity as a children’s author fits me perfectly. I have come to acknowledge my love for writing and storytelling as a thread that has always been there throughout my life. Yet, it takes time for me to realize my own sparkle which seemed to appear only in the moonlight.

COE: Why did you choose the Early Childhood Education program at Portland State University?

Tam: “I was introduced to PSU by Ms. Elsa Borelli, my daughter’s preschool teacher who was in her last year with the Masters in ECE Program – Constructivism at PSU. Every day when I walked into school, I noticed interesting provocations and documentation in Ms. Elsa’s class. Every day there was something worth noticing. Where does Ms. Elsa get all these ideas from? How does Ms. Elsa design an emergent learning experience that attends to the children’s interest? How does Ms. Elsa watch and listen and document such meaningful stories about each child’s learning journey? I can’t help but find out about what informed her practices and her story of transformation. We met for a chat and I was inspired to take a few modules for my own exploration. I took Constructivist Curriculum: Big Ideas in Early Childhood Education by Dr. Sally Guyon and Culture of Materials by Dr. Will Parnell. I felt that I had found my place in the universe.”

COE: What do you like about the program as an international student?

Tam: “The modules (foundation, specialization and electives) are ‘curated’ in a way which could speak to students from all stages of life, and especially for career switchers like me to rediscover the meaning of life, the meaning of early childhood, the meaning of school, the image of the child, the languages of the children, the role of the teacher, and how we join in to reimagine life and re-conceptualize our way of being, our way of teaching and learning.

The platforms where learning takes place enable an experience that responds to our diverse ways of expression and representation, even better than sitting in a physical classroom. In our own time and space, we read, we watch and we construct our own knowledge. We are invited to share our weekly reflections and term assignments in writing, Flipgrid, Miro, Google Sites etc. We’ve discovered so many ways to bring our learning together in a shared space that is visible and is real to everyone at great breadth and depth.
I could pursue this program online, at my own pace while taking care of my family.
I am allowed to pay for my modules one at a time, and a few weeks after a new course starts.”

COE: Will you visit any special places while you are in Portland, Oregon?

Tam: “I loved all my morning walks across the campus to [Helen Gordon Child Development Center]. There were so many things to see –flowers, birds, and squirrels, the smell of morning coffee, and the lovely morning breeze. During my one and only precious weekend, I visited A Children’s Place – a lovely children’s bookstore and spent half a day at Powell’s. I was taken around the city by my classmate Diana, who showed me her life. We went to the Japanese Garden, visited Diana’s school, and went to a supermarket where she buys fresh groceries.

COE: Are your books available in English?

Tam: Yes, and my Tết book was also published in German and Swedish. Somehow my books have found their ways to travel around the world, visiting Vietnamese homes – as an emotional gift.

For purchases of the book in English, please contact the publisher Tiny Wrist Bilingual Vietnamese Books in LA: https://tinywrist.com/

ALUMNA RACHEL ROWAN (2019), MASTER’S IN EARLY CHILDHOOD EDUCATION, PORTLAND STATE UNIVERSITY

Alumna Spotlight: Rachel Rowan, a rising star in Early Childhood Education

Posted on June 23, 2022

BY SHERRON LUMLEY

College of Education alumni with a master’s degree from the online Early Childhood: Inclusive Education program at Portland State thrive in the profession throughout the world. Rachel Rowan, for example, who graduated in 2019, became the head teacher of fours and fives at the Brooklyn Friends School in New York. She is the recipient of the Friends’ “Spirited Practice and Renewed Courage Award” (SPARC) for her teaching.

Award-winning educator Rachel Rowan is a 2019 alumna of PSU’s College of Education.

“My husband and I moved to Portland and that was where I got my first job teaching children ages three to five. I love that age group. My former co-teacher at the school in Portland really loved the program at PSU and said it worked well with her schedule. That is how I first found out about it. The preschool where I taught in Portland was amazing and inspiring and took risks and tried new things. The program at PSU was like that, too,” says Rowan. “I saw the program change while I was in it. It’s not designed to tell you there is one way to teach.”

Associate Professors John Nimmo and Ingrid Anderson lead students to challenge their assumptions and think critically. The fully online program is ranked top-20 in the U.S. for Best Online Master’s Degree in Early Childhood Education, embracing opportunities of a virtual learning community, bringing people together from around the world.

“The program is designed to help you find your own voice."

“I loved Learning Designs and Environments, which was a really demanding course. Using a bird’s-eye diorama, we learned to think about the classroom and what impact it has on learning and how children feel, which is often overlooked. Once you’ve designed a classroom, adjusting it for a particular group has a huge impact. Saturating the classroom to make it neutral and inviting, using natural materials and a connection to the home, those are important for first school experiences.”

The Brooklyn Friends School, where Rowan has just finished the 2022 academic school year, was founded in 1867. It is one of the oldest continuously run independent schools in New York and was one of the first to add a kindergarten in 1902. Today it is a culturally diverse school of 900 students divided into four academic levels, including pre-school, which is where Rowan teaches. She describes the school as progressive and inclusive, with semi-annual retreats with other Friends educators that encompass spiritual practices.

“I would not be here now if not for the Early Childhood Education program at PSU. The online program was engaging and rigorous. Cost was a factor, and they work very hard to keep it reasonable. I made it work for me while still at my job. It became tricky sometimes and the action research project was very demanding. This is a lot of work, but all the professors were so supportive. There is a lot of communication from the program even now, three years beyond graduation. I get emails all the time about career opportunities. I would recommend this program to any early childhood educator,” she says.

“Going forward, I’m going to be leaving the classroom. This is an interesting time in the expansion of pre-kindergarten and I want to delve into school improvement and educational policy, eventually nationally. It was John [Nimmo] who planted the seed to apply for the doctoral program in the fall. My voice could contribute to the expansion of education in a misunderstood field and time.”

2021 Graduate Profile: Maria José Beteta

Posted on June 10, 2021

By Emily Taylor

Maria Beteta, 2021 College of Education Graduate with Master’s in Early Childhood: Inclusive Education

María José Beteta is graduating this week with her master’s degree in Early Childhood: Inclusive Education from the College of Education.

Maria Beteta, 2021 College of Education Graduate with Master’s in Early Childhood: Inclusive Education

Beteta immigrated from her home in Lima, Peru in 2016 to join her fiancé in Louisville, Kentucky. While he worked to finish his degree at the University of Louisville, she worked in early childhood education, as she had in Lima.

By 2019, with ten years’ experience working in early childhood education, Beteta had decided to get her master’s to advance her career. She loved the Reggio Emilia teaching philosophy and its focus on project-based learning and defending children’s rights and hoped to continue building on that foundation. At first she was hesitant to enroll in an English-language based master’s program and tried a Spanish-language based program but it wasn’t the right fit.

She had some familiarity with Portland State University’s College of Education because the school where she taught in Lima had a connection with COE professor, Ingrid Anderson who had visited there periodically. At the College of Education, Beteta connected with John Nimmo and instantly felt at home in the Early Childhood: Inclusive Education master’s program.

“Working with John was a wonderful experience,” she said. “I appreciate his total focus on anti-bias education, and his appreciation of ethnic and cultural differences so aligns with my own beliefs.”

As a new wife and mother, Beteta started the online program in the spring of 2019, while still teaching in the preschool in Louisville. Although she admits she was often sleep-deprived, she really enjoyed what she was studying and the ability to try out what she was learning at work.

“It wasn’t just theory, it was practical and relevant and everything really came to life in my work with children,” she said.

Beteta’s experience in the program also alleviated her concerns about not being a native English speaker.

“Before I wondered if I would be judged for my ability to communicate in English, but in the program I realized that no one was looking at me as less intellectually capable etc. because I’m an immigrant. It encouraged me to really be the best version of myself and bring that to my work,” she reflected.

She also credits John Nimmo for helping his students support each other, and for connecting his students with colleagues around the country who are also focused on anti-bias education: “I can’t explain how many doors this opened for me both professionally and intellectually”.

Beteta has already started a new position with the University of Kentucky’s Human Development Institute. She is a Quality Coach with the state’s ChildCare Aware program, mentoring early childhood educators in Jefferson County, with a focus on supporting the local Hispanic community there.

To share stories about the College of Education, contact media relations specialist Emily Taylor at eta2@pdx.edu

PSU Early Childhood alum, Avery Wittstruck, will be the inaugural Atelierista at Charles Wright Academy (Tacoma, WA)

Welcome to the Atelier – A Preschool Innovation Space (May, 2022)

The innovative learning space will be the first of its kind in the South Sound

By Rixa Evershed, Beginning School Director

The excitement at Charles Wright Academy (Tacoma, WA) is palpable as we work to complete the expansion of our “Beginning School” preschool program over the summer. Starting in the fall of 2022, the Beginning School will serve children ages 3 to 5, expanding our vibrant learning community for our youngest Tarriers. A central feature of the Beginning School will be a brand new Atelier.

An Atelier is a learning space. Looking in, the observer will notice art, science, music, language, and technology happening. It is a place of research, invention and empathy expressed through a number of symbolic languages. The “languages” of a child refer to how they communicate and emphasizes the importance of providing children with many different ways to share their thinking about the world around them. The languages also represent the infinite amount of potential each child naturally has and each child’s individual view and understanding of their community. Our atelier will be a shared environment, in which children will engage with varied materials in ways designed to provoke creativity and discovery. Provocations to learn usually take the form of project based learning experiences or play based learning experiences. They are closely linked to classroom learning and curricular outcomes. Atelier experiences are also deeply tied to child voice allowing each child agency to follow their own curiosity while in a space of co-learning with educators.

Below we share an interview with our inaugural Atelierista, Avery Wittstruck.

Q. Describe your vision for the atelier.

The atelier is a place for exploration, wonder, mess, taking risks, and getting to know ourselves and one another. Special art and science experiences live here, where we can allow them the time and space they need. The atelier is a shared workspace between the atelierista and the children, partnering together to design a creative environment that provokes curiosity and respects its outcome.

Q. What motivated you to become an atelierista?

When I studied in Reggio Emilia, I was able to witness the impact of a designated atelier. The children were confident in their use of materials and created such interesting works of art. Many of the materials I saw in the atelier were real; Hammers and nails, sewing machines, wire and wire cutters, photo-editing software, and fine art material. Once I experienced this, my work as a teacher transformed. I have brought elements of this Italian atelier into every classroom I have worked in since, but have yet to see anything like this in any schools in the United States. Being the inaugural atelierista at the Charles Wright Academy Beginning School (Early Childhood program) is a truly special opportunity.

Q. What do you want children to experience in the atelier?

I want children to come in and create. It will be their space. All of the items they may need will be available and accessible for them to find and use without needing to ask for adult support. I want children to be able to see a project through, from the conception of the idea to the final product, and feel confident in their own abilities during the process. There is a certain magic that exists in the space between creativity and creating, and I want that magic to feel abundant here.

Q. How will you connect to learning in the classroom?

The homeroom teachers and I will collaborate so that activities in the classroom and the atelier support one another to enhance the children’s learning experiences. Each classroom may be investigating different topics, so the atelier will be reset for each class with materials and provocations to compliment their current learning journey. The children will be accompanied by their associate and assistant teachers so that the experiences the children have in the atelier will be seamless with the experiences they have in their homeroom.

Q. How will you support children’s curiosity?

The curiosity of the children is the spark that ignites meaningful learning. The atelier will be a place for “yes” and leaning in, “why not” and trying new things. Following the children’s curiosity in any way I can is the foundation of my job.

Q. How will you support both individual inquiry and group inquiry?

Just like in the classroom, there is room for both individual and group learning in the atelier. It is important to hold space for each child’s interests and abilities as we move through learning as a group. Whether that means individual lengths of time, materials that correspond to a special interest for one or a few children set aside for them, or having room to explore something entirely different, this is a space for everyone.

Q. How will you engage families in the process?

In my previous work as the Lead 3s Teacher, I documented the children’s learning throughout the year with narratives, photos, and their artwork in a cumulative journal. The children would leaf through their journals during the class day and reflect on their learning, and families were able to keep the journal at the end of the school year. This year, I would love to create an atelier journal that is both a physical journal that lives in the atelier for the children to reflect with as well as a digital journal for families to view their children’s work in the atelier. Additionally, I would love to host bi-monthly open houses where families are welcomed into the atelier to observe the current atelier work and completed projects.

Podcast: Infant Mental Health & Children's Rights

On this episode of The Early Link Podcast, host Rafael Otto speaks with Dr. Sherri Alderman, Adjunct Professor in ECE at PSU, a developmental behavioral pediatrician and advocate for children's rights. Dr. Alderman shares her perspective on infant mental health and what the system can do to create supportive policies.

Listen here.

Link to Book

Supporting Children's Mental Health and Wellbeing: A Strength-based Approach for Early Childhood Educators

PSU's Master of Early Childhood and ITMH faculty Dr. Jean Barbre and Dr. Ingrid Anderson published a book with Redleaf Press.

The emotional lives of young children are growing increasingly more complex. There is growing interest in understanding early mental health and wellbeing and how early childcare providers can support children birth to age five who have experienced traumatic events and learn strategies to promote children's social and emotional development. Supporting Children's Mental Health and Wellbeing: A Strength-based Approach for Early Childhood Educators incorporates strength-based child care strategies to foster positive reciprocal relationships between caregiver and young children and strengthen children's resiliency and wellbeing. Strategies include building on children's mental health and resiliency; identifying protective factors and indicators of risk; promoting healthy attachment; and, scaffolding social and emotional development within the context of family relationships and culture.

ALUMNA SPOTLIGHT: URVASI GRAHAM, EARLY CHILDHOOD EDUCATION

Posted on February 28, 2022

“You will learn to ask yourself, ‘Who am I and who do I want to be? What do I want to bring to the classroom?’”

Urvasi Graham, PSU College of Education alumna

URVASI GRAHAM, MASTER’S IN EARLY CHILDHOOD: INCLUSIVE EDUCATION (2018)

Urvasi Graham’s passion and enthusiasm for her work and advocacy for early learning programs is clear. She is currently an Infant and Early Childhood Mental Health Consultant through Child Care Aware of Northwest Washington’s Holding Hope Program and the Opportunity Council in Bellingham, Wash.

She’s also a co-chair of the Child Wellbeing Task Force for her county, while at the same time growing her private practice, Urvasi Graham Infant Family Specialist Consulting. She’s just been offered a 15-month position in the Advanced Clinical Training program at the Barnard Center, which she plans to accept, and all this just a few years since graduating from the College of Education in 2018.

Graham earned her Master’s degree in Early Childhood: Inclusive Education Program, which she discussed in a recent alumna interview:

College of Education (COE): Could you describe your experience in the online Early Childhood Education program?

Urvasi Graham (UG): “The whole program was incredible. I loved it. The program offered more tracks and different programs, greater flexibility and better affordability than other schools I considered. I was able to keep working fulltime while attending virtually. We also did a great amount of hands-on experiences while learning theory, strategies and techniques. The concept was to get out in the field to try them, rather than waiting until the end.”

COE: What was it like to be an online/remote student?

UG: “I was very busy with my personal life, and the faculty were all very supportive and responsive, understanding we are complex people with complex lives, yet still holding us accountable. The cohorts are kept intentionally small in graduate school, and there was so much access to faculty, which was very different from my undergrad experience vying for faculty attention in a room of 300 students.”

COE: What about technology, PSU services, and student life?

UG: “There were no problems with the platform or glitching, and although at first I missed the deadline to apply, PSU got right back to me and it was seamless with funding and financial aid. I did not have to be on campus often, but I had a chance to meet other students in the program in person doing trainings at the Helen Gordon Childhood Center. It felt like we knew each other and I’ve been comfortable building relationships online ever since.”

COE: Are you doing what you thought you would be doing, or did you find a new direction?

UG: “When I wrote my thesis, I was focused on lead teachers in classrooms. Now what I do is similar, but expanded to include early learning programs, their owners / directors, the teachers, and the children and their families directly. One of the things we are working on is lowering the expulsion rate in children from families of color by introducing emotional and social development at an early stage, getting children kindergarten-ready. I work with early achievers providing mental health support for children in a holistic approach. This is a newer program with 15 mental health consultants in the state. It just began two years ago and it is still in a pilot, but we are seeing results-based evidence.”

COE: What would you say to someone thinking about applying to the Early Childhood Education program?

“My advice for anyone considering this program is that you will have so many great skills to enter the workforce. You become the best teacher you can be. You are supported through your journey with people doing it alongside you, making sure you are learning and growing. And you will develop self-awareness of your own biases, learning that your way may not be the best way for a particular family.”

What does the future hold for our College of Education alumna Urvasi Graham? She plans to continue to build her private practice and is interested in advocacy for Early Learning Programs with a focus on accessibility, equity, inclusion, and affordability.

Early Childhood Education spotlight: Maya Lan and Danielle McCrea advocate healing through play for children of war and crisis at 2022 ECE conference in Greece

PSU graduate Danielle McCrea, MS Inclusive Early Childhood Education, and PSU master’s student Maya Lan co-presented at “Play on Athens” in Athens, Greece in April 2022.

https://psucollegeofed.wordpress.com/page/3/

The College of Education’s master’s program in Early Childhood Education draws an international cohort of students with a significant depth of passion for the rights of children worldwide. At the 2022 international ECE conference, “Play on Athens” held in Athens, Greece, Portland State University was represented by two of its COE master’s students. Danielle McCrea, an Israeli resident, and Maya Lan, an Israeli native, brought personal stories of caring for young children during periods of strife in Israel to discuss the role of the teacher.

Their presentation “Processing Crisis Through Play: Supporting Children on Their Search for Meaning,” discussed the importance of play as a tool for helping children. The pair brought clarity to the process of observing and reflecting on play that is representative of war and other crises. They also shared tools to expand on children’s big ideas and emotions connected to crisis and the child’s search for meaning when faced with uncertain and challenging circumstances.

“How do you support children’s play as they process traumatic events? When children experience communal crises such as war—memories, fantasies, and big feelings connected to those experiences may present themselves in play,” Lan and McCrea write.

Ingrid Anderson, Co-Coordinator of the Master of Early Childhood: Inclusive Education degree shares, “Maya and Danielle exemplify the values of the Master of EC Program (see below). We are honored to work alongside leaders in early childhood as students and alumni.”

Respect ~ Honoring our diversity, welcoming multiple perspectives, affirming equity

Participation ~ Engaging all members of the community

Constructing knowledge ~ Inquiring, experimenting, theory building

Listening ~ Paying close attention

Reflection ~ Thinking deeply, inviting transformation

Representation ~ Making learning visible in many possible languages

Collaboration ~ Having wonderful ideas together

Change ~ Leading and engaging together with children, families, and communities.

Maya Lan was born and raised in Israel, and completed degrees in Early Childhood Education and developmental psychology in New Zealand. She is the director of a Reggio Emilia-inspired bilingual school in Tel Aviv, Israel, and dedicates her time to raising the quality of care in Israel and Palestine by working with nonprofits and non-governmental organizations (NGOs). During the presentation, she described the powerful experience of welcoming a Ukrainian refugee family into her school and that child’s need for play.

Danielle McCrea began her career as an early childhood educator in the Pacific Northwest of the United States, teaching in inclusive classrooms. In 2018 she moved to Tel Aviv, Israel, where she spent three years teaching at a bilingual, Reggio Emilia-inspired early childhood center. This informed her interest in progressive educational models, leading her to pursue a master’s degree in Inclusive Early Childhood Education with a focus in Constructivism at Portland State University. She is 2022 graduate, currently teaching in Seattle, Washington, at a center with a strong commitment to anti-bias education and emergent curriculum.

The international Play on Athens conference hosted 22 keynote speakers focusing on play in the early years. Presentation recordings and speaker bios for Danielle McCrea and Maya Lan are located on the organization’s website: [https://www.playonathens.com/speakers/presenters/maya-lan-danielle-mcray.html].

###

Posted in COE | Tagged COE alumni, college of education, early childhood education, ECE Master's Program, PSU Alumni | Leave a reply

PSU TEAMS COMPETE IN “MAP THE SYSTEM” CHALLENGE FOR SOCIAL CHANGE

By Summer Allen May 3, 2021

Below is a brief outtake, to read move visit - https://www.pdx.edu/news/psu-teams-compete-map-system-challenge-social-change

ACCESS, EQUITY, AND VOICE IN EARLY CHILDHOOD

Team 3 is Anna Koelle, who is pursuing a Master degree in early childhood education and inclusive education in PSU’s College of Education. Koelle explored the systems that prevent early childhood programs from addressing issues of access and equity and engaging in anti-bias education. Team 3’s map depicted who has a seat at the table—and who does not—when it comes to addressing these issues, and showed how the pandemic might be an opportunity for reimaging early childhood education and for integrating anti-bias work.

“Collective bargaining and other collective actions have traction to demand states start to strategically and equitably invest in early care and education in conjunction with early childhood educators, children and families,” Koelle wrote in their paper. “The need for early care and education is starting to see state and national investments made. To create equitable systems of care that promote access, agency, and voice, collective action is needed.”

Posted 4/20/21:

Podcast

John Nimmo, ECE faculty member, shares reflections on his new film "Anti-Bias Education in Action" in this podcast with the Children's Institute:

https://childinst.org/anti-bias-education-in-action/

A well-timed project: PSU partners on anti-bias education film

Posted on October 26, 2020

John Nimmo is working on an anti-bias film with colleague Debbie LeeKeenan. Photo courtesy of Nimmo

By Jillian Daley

The early 2021 release date of Portland State Associate Professor John Nimmo and colleague Debbie LeeKeenan’s anti-bias education film seems so perfectly in line with the current cultural shift that they couldn’t have planned it better had they tried.

In a way, it’s no coincidence. Advancing equity and eliminating discrimination are Nimmo and LeeKeenan’s longtime passions, so it’s no surprise that their voices should be among those crying out for change. It just happens that more people may be paying attention right now. By the end of this year, filming should be a wrap on Reflecting on Anti-Bias Education in Practice, which will feature an analysis of anti-bias strategies in early childhood classrooms. What’s different about this film is its direct focus on teachers’ own reflections, rather than solely relying upon experts and research. This offers crucial insight into the complexities of practicing anti-bias teaching in real-life settings.

Filming for the Reflecting on Anti-Bias Education in Practice took place in Seattle and San Francisco. Shown here is Seattle-based teacher Joyce Jackson working with her students and project collaborators (from left to right): Cinematographer Jonah Kozlowski, Associate Professor/Project Co-Leader John Nimmo and filmmaker Filiz Efe McKinney of Brave Sprout Productions. Photo courtesy of LeeKeenan

Disrupting systemic oppression

“The film’s significance is highlighted by the urgent need to disrupt systemic oppression beginning in the early years of life and to ensure that teachers are prepared to engage in and even provoke dialogue and action around bias and equity in early childhood,” says Nimmo, who teaches in the PSU College of Education’s (COE) Master in Early Childhood: Inclusive Education program in the Curriculum & Instruction Department. “While we understand the imperative for social justice and have the theories and research to understand the dynamics of oppression, teachers are calling out for models of how to engage in anti-bias practice that goes much deeper than multicultural curriculum and supports young children’s capacity to identify and act against bias.”

Tyler Rigg Foundation, a Connecticut-based nonprofit, approached Nimmo and LeeKeenan after viewing a story about anti-bias education on a Public Broadcasting Service channel. Tyler Rigg was interested it meets its mission of furthering “social welfare, youth empowerment, disability issues and environmental stewardship.”

Curriculum and Instruction Chair Will Parnell says that Nimmo and his colleagues are catalysts in the field of social justice. PSU file photo

“I have no doubt that Dr. Nimmo’s work in this area will be quite strong and well received,” Curriculum and Instruction Chair Will Parnell says. “He acts in very responsible and responsive ways with/in the early childhood community. I am most fond of his ability to drive the work from teachers, families, and children’s voices upward toward early childhood teacher education, policy, and the socio-political arenas of education. He is a change-maker for certain!”

Nimmo and Debbie LeeKeenan, a co-author and Seattle-based early childhood consultant, joined forces and assembled a team. Internationally renowned social justice advocate and author Louise Derman-Sparks, who produced the first anti-bias film in 1989, is the senior adviser for the project. Filmmaker Filiz Efe McKinney of Brave Sprout Productions, as the director, is leading the filming of the teachers working with young students in Seattle and San Francisco.

The team obtained funding for the anti-bias film project from not only the Tyler Rigg Foundation but also the PSU Faculty Development Grant, giving the team a total budget of about $75,000.

“I see the grant as recognition of the importance of supporting teachers of young children to engage in anti-bias practices in the classroom in support of equity,” Nimmo says. “The project also leverages my work on the international documentary, “The Voices of Children,” in which children share their thoughts and feelings about their rights.”

Teaching children who are navigating a complex society

To reinforce the message of the film and open opportunities for discussion, Nimmo and LeeKeenan are also devising a written guide for educators to use the film effectively in their classroom. Nimmo explains that if teachers are going to lead anti-bias experiences in the classroom, they need to think about why they’re doing it, and that’s to guide children through the complex society in which they live and must someday lead. It’s crucial for teachers to not only model best behavior, but to listen and be ready to respond effectively.

“Be observant to what children are saying,” Nimmo notes, “and make a lot of decisions on the fly and figure out: How am I going to respond when a child makes a statement like, ‘I heard that a police officer murdered a Black person’? And that’s a real comment from a child.”

Filmmaker Filiz Efe McKinney of Brave Sprout Productions captures Seattle-based teacher Claudia Garcia in action. Photo courtesy of Nimmo

Nimmo explains that the teacher was honest and supportive in response.

“The teacher not only affirmed the child’s observation and her shared anger as a person of color,” Nimmo says, “but went further in supporting the children to articulate their own statement about Black Lives Matter and to share it urgently with the school community.”

Nimmo says that the teachers they filmed were thoughtful, sharing their own reflections and uncertainties as they sought to implement research-based methods. They have much to contemplate.

There are many more research-based ideas and new terms and practices to consider adding to lessons since the original Derman-Sparks anti-bias film came out in 1989, and this film will help make sense of the changes. There have been some other films that relied on experts’ views, but nothing with such an educator-centric and reflective focus.

“There were some new opportunities where people were willing to share their experiences in a really brave way that was really motivating for people,” Nimmo says.

He says with the Black Lives Matter movement empowering people of color and so many other positive anti-bias voices being raised in unity and being heard that this is a good time to be offering this film. It feels like change is in the wind.

“I do think there’s a sense of hope,” Nimmo says. “I’ve heard people like Angela Davis and bell hooks saying, ‘I think that this is different.'”

To share stories on the College of Education, email Jillian Daley at jillian@pdx.edu.

Helen Gordon toddlers’ love of trains creates connections

Our littlest Vikings’ love of MAX trains was featured in a recent TriMet newsletter. Helen Gordon Child Development Center teacher Emily Harris sent a thank you to the transportation agency describing the delight her group of 1- and 2-year-olds find as they search for MAX trains on their daily walks — especially when drivers wave and ring their bells. Read the article.

Page updated

Report abuse