Preparing Pre-service Early Childhood Candidates for Diverse Classrooms: The Open Doors Program

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Author(s): Natalie Young (Northern Illinois University, DeKalb, USA), Gregory James Conderman (Northern Illinois University, DeKalb, USA)and Myoungwhon Jung (Northern Illinois University, DeKalb, USA)
Copyright: 2021
Pages: 18
Source title: Research Anthology on Instilling Social Justice in the Classroom
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-7706-6.ch028

Keywords: Civic Engagement & Social Justice / Curriculum Development and Instructional Design / Information Science Reference / Social Sciences & Humanities

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Abstract

The demographics of schools in United States (U.S.) are rapidly changing. Therefore, teachers in the U. S. need to be prepared to teach children with a wide variety of diverse backgrounds. This article describes an introductory early clinical experience purposefully designed to provide early childhood pre-service teachers from a large Midwestern university in the U. S. with opportunities to teach children in a high-need and diverse setting. Data from exit slips and surveys associated with the Open Doors program were analyzed over four years. Results indicated that almost 90% of candidates felt the experience was beneficial to their professional growth and would consider working in a diverse school. Slightly over 90% felt the experience increased their knowledge and skills regarding working with diverse students. Implications for similar projects are provided.

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Preparing Pre-service Early Childhood Candidates for Diverse Classrooms: The Open Doors Program

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