View in EDS HTML Full Text PDF Full Text

Beyond Omission: Analysing the Erasure of Disability and Inclusion in the Developmentally Appropriate Practices

Saved in:
Bibliographic Details
Title: Beyond Omission: Analysing the Erasure of Disability and Inclusion in the Developmentally Appropriate Practices
Language: English
Authors: Jennifer Ryan Newton (ORCID 0000-0002-6823-4431), Ruby Batz (ORCID 0000-0003-2266-2462), Courtney O'Grady (ORCID 0000-0003-0489-6265), Megan Vinh (ORCID 0000-0003-4812-2878), Sheresa Boone Blanchard (ORCID 0000-0002-4205-685X)
Source: International Journal of Early Years Education. 2024 32(3):647-657.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 11
Publication Date: 2024
Document Type: Journal Articles
Reports - Evaluative
Education Level: Early Childhood Education
Descriptors: Developmentally Appropriate Practices, Inclusion, Early Childhood Education, Students with Disabilities, Attitudes toward Disabilities, Equal Education, Normalization (Disabilities), Race, Critical Race Theory, Educational Change
DOI: 10.1080/09669760.2024.2343075
ISSN: 0966-9760
1469-8463
Abstract: The 4th edition of the National Association for the Education of Young Children's (NAEYC) guidelines for developmentally appropriate practice (DAP) had an opportunity to provide the field an inclusive blueprint. While there was an attempt in this edition to respond to decades of critiques (e.g. Bloch [1992]. "Critical Perspectives on the Historical Relationship Between Child Development and Early Childhood Education Research." In "Reconceptualizing the Early Childhood Curriculum: Beginning the Dialogue," edited by S. Kessler, and E. B. Swadener, 3-20. New York, NY: Teachers College Press.; Cannella [1997]. "Deconstructing Early Childhood Education: Social Justice and Revolution." New York, NY: Peter Lang.; Escayg [2019]. "Who's got the Power?": A Critical Examination of the Anti-Bias Curriculum." "International Journal of Child Care and Education Policy" 13 (1): 1-18. https://doi.org/10.1186/s40723-019-0062-9.; Langford [2010]. "Critiquing Child-Centered Pedagogy to Bring Children and Early Childhood Educators Into the Center of a Democratic Pedagogy." "Contemporary Issues in Early Childhood" 11 (1): 113-127. https://doi.org/10.2304/ciec.2010.11.1.113.; Pérez and Saavedra [2017]. "A Call for Onto-Epistemological Diversity in Early Childhood Education and Care: Centering Global South Conceptualizations of Childhood/s." "Review of Research in Education" 41 (1): 1-29. https://doi.org/10.3102/0091732X16688621.; Souto-Manning and Rabadi-Raol [2018]. "(Re)Centering Quality in Early Childhood Education: Toward Intersectional Justice for Minoritized Children." "Review of Research in Education" 42 (1): 203-225. https://doi.org/10.3102/0091732X187595.), the new edition continues to centre dominant developmental approaches where adults hyperfocus on children's differences or individual characteristics rather than on changing educational structures and practices that promote inequity (Ferri and Bacon [2011]. "Beyond Inclusion: Disability Studies in Early Childhood Teacher Education."). The revised guidelines do not go far enough to address inequity and to give teachers and programmes tools for addressing injustice for all young children. This manuscript builds on previous critiques of DAP by explicitly addressing the exclusion of disabled children from the guidelines.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1437436
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwHODospA_sdUU1gx-IWc6d0AAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDGGylWVHzprT-iTfxAIBEICBmzKY_I-OOl-JSwwCrsTk3cdVX5nihI5TA6wSc6xgSefdv1w6atAaoX8GkoO2hJC5fPt6INK3vBgKrWIn3Oy_vk_Smld6sT_oA5HzMv5VspkCXGMJhIVNk7NOhU1YUGxES1bytTlpHBQpqLn4kfxfVuawuDoJyq3UviObBkmTrnRnzUSrKMT8cT6CxI3dwNgNyE81i0I2rshUhMmv
Text:
  Availability: 1
  Value: <anid>AN0179296871;54r01sep.24;2024Aug30.05:58;v2.2.500</anid> <title id="AN0179296871-1">Beyond omission: Analysing the erasure of disability and inclusion in the developmentally appropriate practices </title> <p>The 4th edition of the National Association for the Education of Young Children's (NAEYC) guidelines for developmentally appropriate practice (DAP) had an opportunity to provide the field an inclusive blueprint. While there was an attempt in this edition to respond to decades of critiques (e.g. Bloch [1992]. "Critical Perspectives on the Historical Relationship Between Child Development and Early Childhood Education Research." In Reconceptualizing the Early Childhood Curriculum: Beginning the Dialogue, edited by S. Kessler, and E. B. Swadener, 3–20. New York, NY: Teachers College Press.; Cannella [1997]. Deconstructing Early Childhood Education: Social Justice and Revolution. New York, NY: Peter Lang.; Escayg [2019]. "Who's got the Power?": A Critical Examination of the Anti-Bias Curriculum." International Journal of Child Care and Education Policy 13 (<reflink idref="bib1" id="ref1">1</reflink>): 1–18. .; Langford [2010]. "Critiquing Child-Centered Pedagogy to Bring Children and Early Childhood Educators Into the Center of a Democratic Pedagogy." Contemporary Issues in Early Childhood 11 (<reflink idref="bib1" id="ref2">1</reflink>): 113–127. .; Pérez and Saavedra [2017]. "A Call for Onto-Epistemological Diversity in Early Childhood Education and Care: Centering Global South Conceptualizations of Childhood/s." Review of Research in Education 41 (<reflink idref="bib1" id="ref3">1</reflink>): 1–29. .; Souto-Manning and Rabadi-Raol [2018]. "(Re)Centering Quality in Early Childhood Education: Toward Intersectional Justice for Minoritized Children." Review of Research in Education 42 (<reflink idref="bib1" id="ref4">1</reflink>): 203–225. .), the new edition continues to centre dominant developmental approaches where adults hyperfocus on children's differences or individual characteristics rather than on changing educational structures and practices that promote inequity (Ferri and Bacon [2011]. "Beyond Inclusion: Disability Studies in Early Childhood Teacher Education."). The revised guidelines do not go far enough to address inequity and to give teachers and programmes tools for addressing injustice for all young children. This manuscript builds on previous critiques of DAP by explicitly addressing the exclusion of disabled children from the guidelines.</p> <p>Keywords: Ableism; racism; inclusion; early childhood</p> <hd id="AN0179296871-2">Beyond omission: analyzing the erasure of disability and inclusion in DAP's evolution</hd> <p>The National Association for the Education of Young Children (NAEYC) first introduced Developmentally Appropriate Practices (DAP) in the mid-1980s in an effort to provide expectations for the field for four – and five-year olds attending public school. It was soon expanded to include birth through 8-year-olds served in a continuum of early childhood settings. 'NAEYC defines "developmentally appropriate practice" as methods that promote each child's optimal development and learning through a strengths-based, play-based approach to joyful, engaged learning' (Friedman et al. [<reflink idref="bib15" id="ref5">15</reflink>], 29). Specifically, DAP is aimed at supporting educators to build on children's strengths and unique assets, to design and implement learning environments that support children in reaching their full potential and to showcase that each and every child is a valued member of the learning community. Within the most recent edition of the DAP, we see a 'profound departure' from previous iterations that call for significant changes in current professional understanding and practice regarding the need for focus on social and cultural contexts of both educators and the children and families they serve (Friedman et al. [<reflink idref="bib15" id="ref6">15</reflink>], 20). That is, this edition promotes a focus on social and cultural contexts and how they positively impact development, teaching, and learning. This edition also names racism and ableism as individual systems of domination, beyond the traditional anti-bias framework (Derman-Sparks et al., [<reflink idref="bib10" id="ref7">10</reflink>]) widely used across early childhood education (ECE) fields (Escayg [<reflink idref="bib13" id="ref8">13</reflink>]). However, criticism still remains as this edition is still ambivalent in examining the notion of a universalised childhood (Love and Hancock [<reflink idref="bib22" id="ref9">22</reflink>]; Reinke, Peters, and Castner [<reflink idref="bib28" id="ref10">28</reflink>]). It still centres the image of the ideal 'typically developing' White, middle-class, monolingual, and cisgender child while also centreing the adults working with the image of such children (Pérez and Saavedra [<reflink idref="bib27" id="ref11">27</reflink>]).</p> <hd id="AN0179296871-3">The role of DAP in early childhood</hd> <p>As DAP is to be used by ECE practitioners to support intentional decision making and to guide their practice, practitioners should understand the three core considerations (e.g. 'commonality in children's development and learning, individuality reflecting each child's unique characteristics and experiences, and the context in which development and teaching occur') (Friedman et al. [<reflink idref="bib15" id="ref12">15</reflink>], 29), the nine principles of children development and learning, and the six guidelines for practice (see NAEYC [<reflink idref="bib24" id="ref13">24</reflink>]). As written, these considerations, principles, and guidelines seem to centre the strengths of each and every child, require practitioners to use a joyful approach to playful learning, and promote understanding the dynamic processes of development, teaching, and learning. While the most recent edition advances the field to consider the impact race, disability, gender, language, and other identities have on a child's access, experiences, and outcomes, it falls short of the critical analysis required to dismantle the deficit-based, racist, and ableist foundations of the field. For example, the most recent edition attempts to incorporate disability as an experience of early childhood. However, without using a disability critical lens it provides a disjointed, biological theory of development and places the 'problem' at the child level (e.g. the child must change to be included). It frames disability as 'various abilities'. This framing is disability evasive (Annamma, Jackson, and Morrison [<reflink idref="bib3" id="ref14">3</reflink>]) and potentially serves to further pathologize children who receive services and support under the Individuals with Disability Education Act (IDEA). Disability is not the absence of abilities; rather, disability is an expected form of human diversity and one in which systems and those working within them must plan to support, modify, and adapt to (Krahn, Walker, and Correa-De-Araujo [<reflink idref="bib18" id="ref15">18</reflink>]). This framing perpetuates the erasure of young children labelled as disabled and/or considered 'at risk' of being disabled through ableist, racist, and exclusionary practices (Love & Beneke, [<reflink idref="bib21" id="ref16">21</reflink>]) and absolves the early childhood system from interrogating the ableist underpinnings of that system.</p> <hd id="AN0179296871-4">Looking back and moving forward: building from prior critiques</hd> <p>Critique of DAP is not new. Many critical early childhood scholars have critiqued the racist, colonial, and Eurocentric approaches embedded in DAP (e.g. Bloch [<reflink idref="bib6" id="ref17">6</reflink>]; Cannella [<reflink idref="bib8" id="ref18">8</reflink>]; Escayg [<reflink idref="bib13" id="ref19">13</reflink>]; Mallory & New, [<reflink idref="bib23" id="ref20">23</reflink>]; Pérez & Saavedra, [<reflink idref="bib27" id="ref21">27</reflink>]; Soto & Swadener, [<reflink idref="bib30" id="ref22">30</reflink>]), and have named the deficit-based, racist, and ableist foundations of early intervention (EI)/early childhood special education (ECSE) (Love & Beneke, [<reflink idref="bib21" id="ref23">21</reflink>]; Blanchard et al. [<reflink idref="bib5" id="ref24">5</reflink>]; Ferri and Bacon [<reflink idref="bib14" id="ref25">14</reflink>]). These researchers have called for reimagining ECE/EI/ECSE practices by contesting and de-centreing hegemonic dominant narrow notions of human development knowledge, methods, and approaches as the only legitimate way to understand children and childhoods (Pérez and Saavedra [<reflink idref="bib27" id="ref26">27</reflink>]; Souto-Manning and Rabadi-Raol [<reflink idref="bib31" id="ref27">31</reflink>]). Similarly, they have interrogated the role of whiteness within the framing and priorities of DAP, the exclusivity of DAP to children whose development follows expected patterns and trajectories, and the inherent racism and ableism of DAP (Hancock, Morgan, and Holly [<reflink idref="bib16" id="ref28">16</reflink>]). These prior critiques have asked DAP to engage with knowledge systems and paradigms outside the dominant White, Eurocentric, monolingual, cisgender, and ableist norms.</p> <p>As critical early childhood special educators and researchers originally trained in positivistic ways to understand childhood and disability, we each now engage with critical theories and methodologies in our work. We all identifiy as cisgender women. The first author is racialized as White, first-generation, non-disabled. The second author is racialized as an immigrant Latina, bilingual, non-disabled, and first-generation college educated. The third and fourth authors are racialized as White, non-disabled. The last author is racialized as Black African American, non-disabled. We collectively engaged in an exploration of how the ECE/EI/ECSE field continues to be shaped by Eurocentric normative understandings of children labelled as disabled. We all share having been teachers, now being scholars, either as tenure-track assistant professors, tenured associate professors, and researchers, yet our unique positions within different programmes and different parts of the country contribute diverse perspectives to our individual experiences and collaborative efforts. Therefore, we five early childhood special education critical scholars of diverse personal and professional identities, aim to further this critique by applying Disability Critical Race theory (DisCrit) (Annamma, Connor, and Ferri [<reflink idref="bib2" id="ref29">2</reflink>]) to examine the ways in which DAP misses opportunities to integrate prior critiques.</p> <p>DisCrit emerged as a way to acknowledge and interrogate the ways in which race and disability are co-constructed (Annamma, Connor, and Ferri [<reflink idref="bib2" id="ref30">2</reflink>]). This theoretical framework focuses on ways that racism and ableism operate interdependently, often in neutralised and invisible ways, that manifest within and across individuals and systems.</p> <p>Ableism is defined as 'a system of assigning value to people's bodies and minds based on societally constructed ideas of normalcy, productivity, desirability, intelligence, excellence, and fitness ... You do not have to be disabled to experience ableism' (Lewis [<reflink idref="bib20" id="ref31">20</reflink>]).</p> <p>While racism can be similarly defined as a system of structuring opportunity and assigning value based on the social interpretation of how one looks (which is what we call 'race') (Jones [<reflink idref="bib17" id="ref32">17</reflink>]), DisCrit makes visible the intertwined nature of racism and ableism (Annamma, Connor, and Ferri [<reflink idref="bib2" id="ref33">2</reflink>]). Empirical and practical application of DisCrit in ECE/EI/ECSE continues to emerge and has been limited (e.g. Love & Beneke, [<reflink idref="bib21" id="ref34">21</reflink>]; Hancock, Morgan, and Holly [<reflink idref="bib16" id="ref35">16</reflink>]; Park et al., [<reflink idref="bib26" id="ref36">26</reflink>]). For example, although DisCrit theory was first published in 2013, in the intervening years, in one of the top EI/ECSE journals,Topics in Early Childhood Special Education, as of spring 2023, only six articles have reported utilising this lens, and the critical analysis of race and ability continue to be largely siloed. In fact, while the word 'racism' appears multiple times in the latest edition of DAP, the word 'ableism' only appears three times, and these two terms are not used in conversation with one another. See Table 1 for an explanation of DisCrit tenets.</p> <p>Table 1. DisCrit tenets (Annamma, Connor, and Ferri [<reflink idref="bib2" id="ref37">2</reflink>]).</p> <p> <ephtml> <table><tbody><tr><td>1.</td><td>Recognises that racism and ableism are interdependent, and used to uphold notions of normalcy</td></tr><tr><td>2</td><td>Values multidimensional identities</td></tr><tr><td>3</td><td>Emphasizes that race and ability are social constructs</td></tr><tr><td>4</td><td>Privileges the voices of marginalised populations</td></tr><tr><td>5</td><td>Considers the legal and historical aspects of disability and race, and how rights have been denied</td></tr><tr><td>6</td><td>Recognises Whiteness and Ability as property, which has been used to justify exclusion</td></tr><tr><td>7</td><td>Requires activism and supports all forms of resistance</td></tr></tbody></table> </ephtml> </p> <p>We approach this work with love and care for the field, for all young children, and for their families. We intend to continue elevating the work of those scholars before us that have named how power and whiteness continue to be centred within the DAP framework (e.g. Escayg [<reflink idref="bib13" id="ref38">13</reflink>]), troubled the notions of typical, at-risk, and atypical development (e.g. Ferri and Bacon [<reflink idref="bib14" id="ref39">14</reflink>]; Swadener [<reflink idref="bib32" id="ref40">32</reflink>], [<reflink idref="bib33" id="ref41">33</reflink>]), shifted the focus from the child to the systems (e.g. Blanchard et al. [<reflink idref="bib5" id="ref42">5</reflink>]), and push the field to consider how DAPs as a construct limit and exclude many children and their ways of being (e.g. Souto-Manning and Rabadi-Raol [<reflink idref="bib31" id="ref43">31</reflink>]). We assert that all children, regardless of their social locations and support needs, deserve to access and experience learning environments that are respectful, responsive, and welcoming of each child and their families. Rather than acknowledging disability as a natural and expected facet of human diversity, disability is outright omitted from framing of DAP. If a foundational text continues to treat children with disabilities as an afterthought, so will the field at large. It is important not to treat disability as an 'and' – but as an integral, intersectional, and expected aspect of identity.</p> <hd id="AN0179296871-5">Examine the role of whiteness and power in DAP</hd> <p>Whiteness as a system can be understood as obtaining privilege (Escayg [<reflink idref="bib13" id="ref44">13</reflink>]). Whiteness, in this instance, is embodied by the privileging of White, neurotypical, monolithic norms. Children and families as well as the educators and systems arbiters hold the power to determine who is included and who is othered. DAP codifies those norms without providing a critical analysis of who benefits and who is harmed by such framing.</p> <hd id="AN0179296871-6">Separate and unequal systems</hd> <p>One ECE system is built to a standard of 'typical development,' the presumption that DAP is built upon. The idea that there is a prototypical child who develops in a predictable and sequential way and that the child's adherence to this process is critical for their inclusion in ECE settings and curriculum guides this system. For those children who do not, another separate system, EI/ECSE, was created (Blanchard et al. [<reflink idref="bib5" id="ref45">5</reflink>]). Part C or EI and Section 619 or ECSE of the Individuals with Disabilties Education Act details a process for children to be identified and served in segregated settings specifically for those for whom development is not in line with the notion of 'typical'. There are rampant disparities within this system, with Black, Indigenous, People Of Color (BIPOC) children disproportionately facing delays in screening, identification, and access to services. At the same time, more Black and Hispanic children are identified with stigmatising and deficit-oriented disability categories such as 'emotional disturbance'. (ECTA Fact Sheet, [<reflink idref="bib11" id="ref46">11</reflink>]). This system, in and of itself, locates the 'problem' of development that does not align with DAP in the individual child, their families, and in the individual teachers rather than in the system that arbitrarily sorts children. For example, parents of young children labelled as disabled experience difficulties navigating ECE/EI/ECSE services due to ableism; such difficulties are magnified for families from historically marginalised backgrounds due to both racism and ableism (Batz and Yadav [<reflink idref="bib4" id="ref47">4</reflink>]).</p> <p>DAP makes the field complicit in upholding this system that segregates and excludes children due to an ableist and racist framing. The system allows for continued gatekeeping to access inclusive early childhood programming, particularly in community-based settings (Siller et al. [<reflink idref="bib29" id="ref48">29</reflink>]). The onus is on children to be 'ready' for the system, rather than on the system being 'ready' to meet the needs of children. To be included, children are pushed to assimilate to the racist and ableist norms and expectations that have dominated in our field. When children do not meet these expectations, they are routinely told that they do not belong, and the expulsion of young children with disabilities from early childhood settings continues to be rampant. As exact rates of expulsion are difficult to estimate, at best, based on parent reports, preschool children with disabilities are expelled 2.5 times more than children without disabilities (Zeng et al. [<reflink idref="bib35" id="ref49">35</reflink>]).</p> <hd id="AN0179296871-7">Troubling notions of risk</hd> <p>Young children labelled as disabled or 'at risk' of being disabled have the right to be seen 'at promise' (Swadener [<reflink idref="bib32" id="ref50">32</reflink>], [<reflink idref="bib33" id="ref51">33</reflink>]) and given the opportunity to thrive and be included in welcoming, supportive, and dignified educational environments and activities. The system of labeling children locates the pathologies and deficiencies to fit in within the individual and/or family (Annamma, Connor, and Ferri [<reflink idref="bib2" id="ref52">2</reflink>]; [<reflink idref="bib3" id="ref53">3</reflink>]). Concerningly, deficit-based constructs of 'risk' and 'ability' continue to dominate. As the DAP text concedes, children are considered to be 'at risk' based solely on their SES, race, and location (Friedman et al. [<reflink idref="bib15" id="ref54">15</reflink>], 58). However, the text does not interrogate how naming children 'at risk' perpetuates racist and ableist norms (Annamma, Connor, and Ferri [<reflink idref="bib2" id="ref55">2</reflink>]; Love & Beneke, [<reflink idref="bib21" id="ref56">21</reflink>]). The consequences of this early determination of perceived 'risk' or failure can be dire. For example, young children labelled as disabled or at risk of being disabled are more likely to be suspended and expelled (Zeng et al. [<reflink idref="bib35" id="ref57">35</reflink>]) and confront ableist educational systems where these children are more likely to experience low expectations, disability stigma, and exclusion (Demetriou [<reflink idref="bib9" id="ref58">9</reflink>]). Their educational providers tend to report not being equipped to fully include and support these children in their classroom (Woodcock and Woolfson [<reflink idref="bib34" id="ref59">34</reflink>]).</p> <p>The aforementioned issues are magnified for children from multiple minoritized backgrounds (Pérez and Saavedra [<reflink idref="bib27" id="ref60">27</reflink>]; Souto-Manning and Rabadi-Raol [<reflink idref="bib31" id="ref61">31</reflink>]) who tend to be portrayed as in need of remediation and support as their families and communities' practices are perceived as deficient or lagging behind, e.g. poor households (Souto-Manning and Rabadi-Raol [<reflink idref="bib31" id="ref62">31</reflink>]). Given the intertwined nature of racism and ableism, historically minoritized children are more likely to be labelled as disabled or at risk of being disabled (Ferri and Bacon [<reflink idref="bib14" id="ref63">14</reflink>]; Love & Beneke, [<reflink idref="bib21" id="ref64">21</reflink>]).</p> <hd id="AN0179296871-8">Can DAP reimagine inclusion, belonging, and justice?</hd> <p>The DAP book is a policy actor capable of shaping values, beliefs, and practices and therefore has a responsibility to articulate and make visible how seemingly invisible systems of domination such as racism and ableism operate so individuals and organisations can understand how their daily actions, decisions, and choices are intrinsically related to broader processes of inequality and lead to pervasive unequal outcomes.</p> <p>Tearing down is easier than building something new and better. In that spirit, we build up from what we see as potential in the current DAP edition, and offer recommendations drawn from DisCrit (Annamma, Connor, and Ferri [<reflink idref="bib2" id="ref65">2</reflink>]) for an inclusive early childhood field guided by practices that honour various ways of being, prioritise strategies that centre belonging for all children, and acknowledge that development is contextual and individualised. We specifically draw from DisCrit tenets one and three to examine how racism and ableism uphold notions of normalcy, 'risk', and disability, and how these constructions allow for continued consequences for multiply marginalised young children and their families. We decided to focus on a few selected DAP's principles as an entry point to facilitate both making visible the possibilities already present in DAP as well as the opportunities contained within each principle. We seek to bridge the gap within DAP and bring racism and ableism into conversation with each other.</p> <p>Through our caring lens, we ask: How can we collectively construct an understanding of 'DAP' that centres the beauty, brilliance, and dignity of <emph>all</emph> young children and their families? With this as our goal, in the following sections we will address the DAP principles through a DisCrit lens to both critique what has been and imagine what <emph>could</emph> be.</p> <hd id="AN0179296871-9">Principles 1, 2, and 4: related to development and learning</hd> <p>These principles <emph>clearly state that no</emph> group or identity is monolithic, rather emphasising the diversity and uniqueness of each individual's interrelated development and learning journeys. It brings attention to the inherent variation across child development and the ability of adults to attach meaning to it based on their understanding of sociocultural differences. It also names the role racism plays in exacerbating and magnifying adverse childhood experiences for BIPOC, immigrant, and refugee children and families. It acknowledges racism as a long-term system causing harm, repetitive trauma and stress to not only children, but the adults caring and working with young children. It frames learning and development within a larger social cultural context as a beginning point to help readers understand that persistent racial educational inequities are a symptom of racism as a system, operating in a seemingly invisible manner, across ECE related services – as early childhood critical scholars have repeatedly pointed out through their critiques of prior DAP editions (e.g. Souto-Manning and Rabadi-Raol [<reflink idref="bib31" id="ref66">31</reflink>]).</p> <p>DisCrit tenet one reminds us that racism and ableism intersect to uphold notions of normalcy in ECE related practices, in neutralised and invisible ways. Although the new edition of DAP clearly recognises the influence of sociocultural context and racism, and it attempts to steer aways from fixed linear developmental principles, it still continues to centre Eurocentric neurotypical norms of development while othering 'differences' and the cultural variations of racialized, immigrant, refugees, and low-income children and families (Friedman et al. [<reflink idref="bib15" id="ref67">15</reflink>], 58–59), and missing an opportunity to go beyond naming disability as part of the 'human experience' in a vignette (Friedman et al. [<reflink idref="bib15" id="ref68">15</reflink>], 59). It misses the opportunity to name ableism as the system that produces marginalisation, low expectations, segregation, discrimination, and prejudice that could be able to shift its gaze towards the 'including group' who is not able to teach or include children labelled as disabled (Eilers [<reflink idref="bib12" id="ref69">12</reflink>]). The new edition focuses on 'using strengths-based inclusive language' (Friedman et al. [<reflink idref="bib15" id="ref70">15</reflink>], 58–59) advocating to refrain from using deficit-based language but such recommendations obscure the real reason why deficit-based language about 'other' children and families is so pervasive and exists in the first place. For example, it recommends to use 'children placed at risk' instead of 'at-risk children' (Friedman et al. [<reflink idref="bib15" id="ref71">15</reflink>], 58). The argument is that this switch in language use will improve the conditions of historically marginalised families and children, however the use of such language is a symptom of devaluing ways of being, knowing, and learning because of systems like racism and ableism. We do not want to suggest that language use is irrelevant, but want to cautiously remind us that we instead really need to invest our time in supporting ECE educators to be able to access analysis of power and truly value the practices and experiences that all children and their families bring to the classroom.</p> <p>DisCrit tenet 3 reminds us about the social construction of race and ability recognising the material and psychological implications of being labelled as raced or disabled. First, racialized children are clearly identified as being impacted by racism however the solutions provided to the pervasive issues they face are individually solved by encouraging responsive and sensitive care placing these children, their families, and their educators in a bind to address unquestioned systems of inequality. These principles shift the focus to individual capacity, and therefore place the responsibility of buffering historical social and structural inequity to ECE educators and caregivers of young children. Second, because there is no discussion of ableism and racism in tandem, there is not a critical examination of the unequal experiences of the racialisation of disability (Love & Beneke, [<reflink idref="bib21" id="ref72">21</reflink>]). We see as a possibility the need to support each other to understand how our collective and holistic everyday decisions and interactions sustain racial and disability inequities. It is important that inequality is not rationalised as just happening without any one being accountable for it.</p> <hd id="AN0179296871-10">Principles 6 and 7: related to environments</hd> <p>These principles call on us to create early learning environments that affirm and respect young children and foster a sense of belonging, purpose and agency. There is clear care taken to encourage child centred practices, representation of all ways of being, and child choice.</p> <p>However, these ideals fail to engage in deeper conversation about the implications when these principles are not afforded to children with disabilities. For example, though ableism has been introduced to the reader (Friedman et al. [<reflink idref="bib15" id="ref73">15</reflink>], 21, 52, 59), in discussing the bias towards Black boys' behaviour (p.114), there is no mention of how the constructs of what is considered 'good' versus 'challenging' behaviour are rooted not only in racism, but in tandem with ableism (Annamma [<reflink idref="bib1" id="ref74">1</reflink>]; Broderick and Leonardo [<reflink idref="bib7" id="ref75">7</reflink>]). DisCrit tenet 1 speaks to this, that our constructions of 'normalcy' are used to uphold biased notions of 'acceptability'. Additionally, only focusing on the consequences of exclusion by gender or race, instead of through an intersectional lens, is a missed opportunity to be truly transformative. It does not diminish the real threat of exclusion and further harm for Black boys to include how this is amplified for Black boys with disabilities.</p> <p>There are ableist understandings that contribute to exclusion, such as that children with disabilities who have behaviour that is challenging to adults cannot have their needs met in community-based settings (O'Grady and Ostrosky [<reflink idref="bib25" id="ref76">25</reflink>]). In early childhood learning environments, the lessons we intend to teach are just as salient as those we unintentionally teach. We must ask ourselves about what messages children are receiving about who belongs and who does not, about who is good and who is bad, about who is worthy of inclusion and who is not. The ways in which we realise equity is to ensure that our classrooms reflect our world with various ways of being honoured and made to feel welcome. We call for resistance and reconfiguring of our systems to authentically marry the DAP principles with the defining features of inclusion: access, participation, and support.</p> <hd id="AN0179296871-11">Conclusion</hd> <p>DAP, according to NAEYC, is the 'classic, influential text address(ing) developmentally appropriate practice within the context of the ever-changing and evolving world of early childhood education'. This statement is a concession that children with service and support needs are not included in or the intended recipients of the DAP framework. Rather, DAP further others young children who do not comply or fit into this framework.</p> <p>To make real change within the early care and education system, we must recognise that there is no equitable DAP without directly addressing the injustices experienced by disabled and historically marginalised children (Souto-Manning and Rabadi-Raol [<reflink idref="bib31" id="ref77">31</reflink>]). It is past time to build a nimble, inclusive, unified system of early childhood education that meets and welcomes each child where they are with high expectations and a presumption of competence in their worth.</p> <hd id="AN0179296871-12">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <p>Correction Statement</p> <p>This article has been corrected with minor changes. These changes do not impact the academic content of the article.</p> <ref id="AN0179296871-13"> <title> References </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Annamma, S. A. 2018. The Pedagogy of Pathologization: Dis/Abled Girls of Color in the School-Prison Nexus. New York, NY : Routledge.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref29" type="bt">2</bibl> <bibtext> Annamma, S. A., D. Connor, and B. Ferri. 2013. " Dis/Ability Critical Race Studies (DisCrit): Theorizing at the Intersections of Race and dis/Ability." Race Ethnicity and Education 16 (1): 1 – 31. https://doi.org/10.1080/13613324.2012.730511.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref14" type="bt">3</bibl> <bibtext> Annamma, S. A., D. D. Jackson, and M. Morrison. 2017. " Conceptualizing Color-Evasiveness: Using dis/Ability Critical Race Theory to Expand a Color-Blind Racial Ideology in Education and Society." Race Ethnicity and Education 20 (2): 147 – 162. https://doi.org/10.1080/13613324.2016.1248837.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref47" type="bt">4</bibl> <bibtext> Batz, R., and A. Yadav. 2024. " Parents' Experiences Navigating Early Intervention and Early Childhood Special Education Services: A Qualitative Metasynthesis." Journal of Early Intervention 46 (1): 19 – 38. https://doi.org/10.1177/10538151231164902.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref24" type="bt">5</bibl> <bibtext> Blanchard, S. B., J. R. Newton, K. W. Didericksen, M. Daniels, and K. Glosson. 2021. " Confronting Racism and Bias Within Early Intervention: The Responsibility of Systems and Individuals to Influence Change and Advance Equity." Topics in Early Childhood Special Education 41 (1): 6 – 17. https://doi.org/10.1177/0271121421992470.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref17" type="bt">6</bibl> <bibtext> Bloch, M. 1992. " Critical Perspectives on the Historical Relationship Between Child Development and Early Childhood Education Research." In Reconceptualizing the Early Childhood Curriculum: Beginning the Dialogue, edited by S. Kessler, and E. B. Swadener, 3 – 20. New York, NY : Teachers College Press.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref75" type="bt">7</bibl> <bibtext> Broderick, A. A., and Z. Leonardo. 2016. " What a Good boy: The Development and Distribution of "Goodness" as Ideological Property in Schools." In DisCrit Disability Studies and Critical Race Theory in Education, edited by D. J. Connor, B. A. Ferri, and S. A. Annamma, 55 – 70. New York, NY : Teachers College Press.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref18" type="bt">8</bibl> <bibtext> Cannella, G. S. 1997. Deconstructing Early Childhood Education: Social Justice and Revolution. New York, NY : Peter Lang.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref58" type="bt">9</bibl> <bibtext> Demetriou, K. 2022. " Special Educational Needs Categorisation Systems: To be Labelled or not? " International Journal of Disability, Development and Education 69 (5): 1772 – 1794. https://doi.org/10.1080/1034912X.2020.1825641.</bibtext> </blist> <blist> <bibtext> Derman-Sparks, L., D. LeeKeenan, and J. Nimmo. 2015. Leading Anti-bias Early Childhood Programs: A Guide for Change. Teachers College Press.</bibtext> </blist> <blist> <bibtext> ECTA Fact Sheet, 2023. " Fact Sheet: Advancing Racial Equity in Early Intervention and Preschool Special Education." ECTA Center. Accessed April 30, 2024. https://ectacenter.org/topics/racialequity/factsheet-racialequity-2023.asp</bibtext> </blist> <blist> <bibtext> Eilers, N. 2020. " Critical Disability Studies and 'Inclusive' Early Childhood Education: The Ongoing Divide." Journal of Disability Studies in Education 1 (1-2): 64 – 89. https://doi.org/10.1163/25888803-00101004.</bibtext> </blist> <blist> <bibtext> Escayg, K. 2019. " Who's got the Power?": A Critical Examination of the Anti-Bias Curriculum." International Journal of Child Care and Education Policy 13 (1): 1 – 18. https://doi.org/10.1186/s40723-019-0062-9.</bibtext> </blist> <blist> <bibtext> Ferri, B. A., and J. K. Bacon. 2011. "Beyond Inclusion: Disability Studies in Early Childhood Teacher Education".</bibtext> </blist> <blist> <bibtext> Friedman, S., B. Wright, M. Masterson, B. Willer, and S. Bredekamp. 2022. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through age 8. Washington, DC : National Association for the Education of Young Children.</bibtext> </blist> <blist> <bibtext> Hancock, C. L., C. W. Morgan, and J. Holly. 2021. " Counteracting Dysconscious Racism and Ableism Through Fieldwork: Applying DisCrit Classroom Ecology in Early Childhood Personnel Preparation." Topics in Early Childhood Special Education 41 (1): 45 – 56. https://doi.org/10.1177/0271121421989797.</bibtext> </blist> <blist> <bibtext> Jones, C. P. 2002. " Confronting Institutionalized Racism." Phylon (1960-), 50 (1/2): 7 – 22. https://doi.org/10.2307/4149999.</bibtext> </blist> <blist> <bibtext> Krahn, G. L., D. K. Walker, and R. Correa-De-Araujo. 2015. " Persons with Disabilities as an Unrecognized Health Disparity Population." American Journal of Public Health 105 (S2): S198 – S206. https://doi.org/10.2105/AJPH.2014.302182.</bibtext> </blist> <blist> <bibtext> Langford, R. 2010. " Critiquing Child-Centered Pedagogy to Bring Children and Early Childhood Educators Into the Center of a Democratic Pedagogy." Contemporary Issues in Early Childhood 11 (1): 113 – 127. https://doi.org/10.2304/ciec.2010.11.1.113.</bibtext> </blist> <blist> <bibtext> Lewis, Talila A. 2022. "TL's Blog." Talila A. Lewis. https://<ulink href="http://www.talilalewis.com/blog">www.talilalewis.com/blog</ulink>.</bibtext> </blist> <blist> <bibtext> Love, H. R., and M. R. Beneke. 2021. " Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood." Topics in Early Childhood Special Education 41 (1): 31 – 44.</bibtext> </blist> <blist> <bibtext> Love, H. R., and C. L. Hancock. 2022. " Tensions as Opportunities for Transformation: Applying DisCrit Resistance to Early Childhood Teacher Education Programs." Contemporary Issues in Early Childhood 23 (4): 483 – 499. https://doi.org/10.1177/14639491221128246.</bibtext> </blist> <blist> <bibtext> Mallory, B. L., and R. S. New. 1994. Diversity & Developmentally Appropriate Practices: Challenges for Early Childhood Education. New York : Teachers College Press.</bibtext> </blist> <blist> <bibtext> National Association for the Education of Young Children. 2020. Developmentally Appropriate Practice (DAP) position statement. https://<ulink href="http://www.naeyc.org/resources/position-statements/dap/contents">www.naeyc.org/resources/position-statements/dap/contents</ulink>.</bibtext> </blist> <blist> <bibtext> O'Grady, C. E., and M. M. Ostrosky. 2023. " Early Educators' Perceptions of Behavior." Topics in Early Childhood Special Education 51 (1): 115 – 125. https://doi.org/10.1177/02711214231170735.</bibtext> </blist> <blist> <bibtext> Park, S., S. Lee, M. Alonzo, and J. K. Adair. 2021. " Reconceptualizing Assistance for Young Children of Color with Disabilities in an Inclusion Classroom." Topics in Early Childhood Special Education 41 (1): 57 – 68.</bibtext> </blist> <blist> <bibtext> Pérez, M. S., and C. Saavedra. 2017. " A Call for Onto-Epistemological Diversity in Early Childhood Education and Care: Centering Global South Conceptualizations of Childhood/s." Review of Research in Education 41 (1): 1 – 29. https://doi.org/10.3102/0091732X16688621.</bibtext> </blist> <blist> <bibtext> Reinke, S., L. Peters, and D. Castner. 2019. " Critically Engaging Discourses on Quality Improvement: Political and Pedagogical Futures in Early Childhood Education." Policy Futures in Education 17 (2): 189 – 204. https://doi.org/10.1177/1478210318788001.</bibtext> </blist> <blist> <bibtext> Siller, M., L. Morgan, Q. Wedderburn, S. Fuhrmeister, and A. Rudrabhatla. 2021. " Inclusive Early Childhood Education for Children with and Without Autism: Progress,Barriers, and Future Directions." Frontiers In Psychiatry 12 : 754648. https://doi.org/10.3389/fpsyt.2021.754648.</bibtext> </blist> <blist> <bibtext> Soto, L. D., and B. B. Swadener. 2002. " Toward Liberatory Early Childhood Theory, Research and Praxis: Decolonizing a Field." Contemporary issues in early childhood 3 (1): 38 – 66.</bibtext> </blist> <blist> <bibtext> Souto-Manning, M., and A. Rabadi-Raol. 2018. " (Re)Centering Quality in Early Childhood Education: Toward Intersectional Justice for Minoritized Children." Review of Research in Education 42 (1): 203 – 225. https://doi.org/10.3102/0091732X187595.</bibtext> </blist> <blist> <bibtext> Swadener, B. B. 1990. " Children and Families" at Risk:" Etiology, Critique, and Alternative Paradigms." The Journal of Educational Foundations 4 (4): 17.</bibtext> </blist> <blist> <bibtext> Swadener, B. B. 2010. " At Risk" or "At Promise"? from Deficit Constructions of the "Other Childhood" to Possibilities for Authentic Alliances with Children and Families." The Journal of Educational Foundations 4 (4): 17.</bibtext> </blist> <blist> <bibtext> Woodcock, S., and L. M. Woolfson. 2019. " Are Leaders Leading the way with Inclusion? Teachers' Perceptions of Systemic Support and Barriers Towards Inclusion." International Journal of Educational Research 93 : 232 – 242. https://doi.org/10.1016/j.ijer.2018.11.004.</bibtext> </blist> <blist> <bibtext> Zeng, S., B. Pereira, A. Larson, C. P. Corr, C. O'Grady, and A. Stone-MacDonald. 2021. " Preschool Suspension and Expulsion for Young Children with Disabilities." Exceptional Children 87 (2): 199 – 216. https://doi.org/10.1177/0014402920949832.</bibtext> </blist> </ref> <aug> <p>By Jennifer Ryan Newton; Ruby Batz; Courtney O'Grady; Megan Vinh and Sheresa Boone Blanchard</p> <p>Reported by Author; Author; Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib15" firstref="ref5"></nolink> <nolink nlid="nl2" bibid="bib10" firstref="ref7"></nolink> <nolink nlid="nl3" bibid="bib13" firstref="ref8"></nolink> <nolink nlid="nl4" bibid="bib22" firstref="ref9"></nolink> <nolink nlid="nl5" bibid="bib28" firstref="ref10"></nolink> <nolink nlid="nl6" bibid="bib27" firstref="ref11"></nolink> <nolink nlid="nl7" bibid="bib24" firstref="ref13"></nolink> <nolink nlid="nl8" bibid="bib18" firstref="ref15"></nolink> <nolink nlid="nl9" bibid="bib21" firstref="ref16"></nolink> <nolink nlid="nl10" bibid="bib23" firstref="ref20"></nolink> <nolink nlid="nl11" bibid="bib30" firstref="ref22"></nolink> <nolink nlid="nl12" bibid="bib14" firstref="ref25"></nolink> <nolink nlid="nl13" bibid="bib31" firstref="ref27"></nolink> <nolink nlid="nl14" bibid="bib16" firstref="ref28"></nolink> <nolink nlid="nl15" bibid="bib20" firstref="ref31"></nolink> <nolink nlid="nl16" bibid="bib17" firstref="ref32"></nolink> <nolink nlid="nl17" bibid="bib26" firstref="ref36"></nolink> <nolink nlid="nl18" bibid="bib32" firstref="ref40"></nolink> <nolink nlid="nl19" bibid="bib33" firstref="ref41"></nolink> <nolink nlid="nl20" bibid="bib11" firstref="ref46"></nolink> <nolink nlid="nl21" bibid="bib29" firstref="ref48"></nolink> <nolink nlid="nl22" bibid="bib35" firstref="ref49"></nolink> <nolink nlid="nl23" bibid="bib34" firstref="ref59"></nolink> <nolink nlid="nl24" bibid="bib12" firstref="ref69"></nolink> <nolink nlid="nl25" bibid="bib25" firstref="ref76"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1437436
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Beyond Omission: Analysing the Erasure of Disability and Inclusion in the Developmentally Appropriate Practices
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Jennifer+Ryan+Newton%22">Jennifer Ryan Newton</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6823-4431">0000-0002-6823-4431</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ruby+Batz%22">Ruby Batz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2266-2462">0000-0003-2266-2462</externalLink>)<br /><searchLink fieldCode="AR" term="%22Courtney+O'Grady%22">Courtney O'Grady</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0489-6265">0000-0003-0489-6265</externalLink>)<br /><searchLink fieldCode="AR" term="%22Megan+Vinh%22">Megan Vinh</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4812-2878">0000-0003-4812-2878</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sheresa+Boone+Blanchard%22">Sheresa Boone Blanchard</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4205-685X">0000-0002-4205-685X</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Early+Years+Education%22"><i>International Journal of Early Years Education</i></searchLink>. 2024 32(3):647-657.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 11
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Evaluative
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Developmentally+Appropriate+Practices%22">Developmentally Appropriate Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes+toward+Disabilities%22">Attitudes toward Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Normalization+%28Disabilities%29%22">Normalization (Disabilities)</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Race+Theory%22">Critical Race Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/09669760.2024.2343075
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0966-9760<br />1469-8463
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The 4th edition of the National Association for the Education of Young Children's (NAEYC) guidelines for developmentally appropriate practice (DAP) had an opportunity to provide the field an inclusive blueprint. While there was an attempt in this edition to respond to decades of critiques (e.g. Bloch [1992]. "Critical Perspectives on the Historical Relationship Between Child Development and Early Childhood Education Research." In "Reconceptualizing the Early Childhood Curriculum: Beginning the Dialogue," edited by S. Kessler, and E. B. Swadener, 3-20. New York, NY: Teachers College Press.; Cannella [1997]. "Deconstructing Early Childhood Education: Social Justice and Revolution." New York, NY: Peter Lang.; Escayg [2019]. "Who's got the Power?": A Critical Examination of the Anti-Bias Curriculum." "International Journal of Child Care and Education Policy" 13 (1): 1-18. https://doi.org/10.1186/s40723-019-0062-9.; Langford [2010]. "Critiquing Child-Centered Pedagogy to Bring Children and Early Childhood Educators Into the Center of a Democratic Pedagogy." "Contemporary Issues in Early Childhood" 11 (1): 113-127. https://doi.org/10.2304/ciec.2010.11.1.113.; Pérez and Saavedra [2017]. "A Call for Onto-Epistemological Diversity in Early Childhood Education and Care: Centering Global South Conceptualizations of Childhood/s." "Review of Research in Education" 41 (1): 1-29. https://doi.org/10.3102/0091732X16688621.; Souto-Manning and Rabadi-Raol [2018]. "(Re)Centering Quality in Early Childhood Education: Toward Intersectional Justice for Minoritized Children." "Review of Research in Education" 42 (1): 203-225. https://doi.org/10.3102/0091732X187595.), the new edition continues to centre dominant developmental approaches where adults hyperfocus on children's differences or individual characteristics rather than on changing educational structures and practices that promote inequity (Ferri and Bacon [2011]. "Beyond Inclusion: Disability Studies in Early Childhood Teacher Education."). The revised guidelines do not go far enough to address inequity and to give teachers and programmes tools for addressing injustice for all young children. This manuscript builds on previous critiques of DAP by explicitly addressing the exclusion of disabled children from the guidelines.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1437436
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1437436
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/09669760.2024.2343075
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 647
    Subjects:
      – SubjectFull: Developmentally Appropriate Practices
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Attitudes toward Disabilities
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Normalization (Disabilities)
        Type: general
      – SubjectFull: Race
        Type: general
      – SubjectFull: Critical Race Theory
        Type: general
      – SubjectFull: Educational Change
        Type: general
    Titles:
      – TitleFull: Beyond Omission: Analysing the Erasure of Disability and Inclusion in the Developmentally Appropriate Practices
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Jennifer Ryan Newton
      – PersonEntity:
          Name:
            NameFull: Ruby Batz
      – PersonEntity:
          Name:
            NameFull: Courtney O'Grady
      – PersonEntity:
          Name:
            NameFull: Megan Vinh
      – PersonEntity:
          Name:
            NameFull: Sheresa Boone Blanchard
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 0966-9760
            – Type: issn-electronic
              Value: 1469-8463
          Numbering:
            – Type: volume
              Value: 32
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: International Journal of Early Years Education
              Type: main
ResultId 1