Making African American Culture and History Central to Early Childhood Teaching and Learning.

HISTORY; EDUCATION; EARLY childhood education; AFRICAN American students; AFRICAN Americans

This article provides a conceptualization for including African and African American history, in early childhood classrooms. An example of a kindergarten teacher's efforts to counter negative depictions and frequently omitted information in her classroom is shored. While many early childhood educators avoid discussions of history because the content is considered to be too abstract, this article suggests that the children's backgrounds, the context, and teaching strategies used affect children's understanding of the information. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Negro Education is the property of Howard University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)