The Haring Center hosts DUBs Talks, a series of public talks to ‘Develop, Understand and Build’ (DUB) on research into the current best practices in inclusive education. View previous DUBs Talks:
Mealtime Intervention: A New Direction
Haring Center Researcher Yev Veverka and EEU Nurse Susan Ramage discuss the current status of intervention for mealtime challenges and highlight the gaps in current methods and research. They also discuss ideas to embed mealtime intervention strategies in existing routines.
Inclusion for All: Advocacy, Equity and Conversations on Difference
Haring Center Early Learning Training Specialist Jordan Taitingfong speaks about creating equitable classroom experiences for all children. As our classrooms increase in diversity, teachers are faced with collaborating to create truly inclusive communities across all types of difference. We have found educators have countless opportunities to build inclusive behaviors that support membership and children are natural advocates for equity in diverse and inclusive classrooms. Through reflecting on our own understanding of inclusion and difference and responding to sometimes difficult questions we are able to support all children’s ability to include.
Conversations That Matter: Supporting Novice Teachers to Talk About Ability and Race with Young
Children’s literature is a powerful way to spark critical conversations about race and ability with young children. Yet, engaging in authentic conversations about these topics can be challenging for novice teachers. In this DUBs talk, Haring Center Researcher Maggie Beneke discusses how pre-service teachers’ own early educational experiences, university coursework, and fieldwork may leave them feeling ill-prepared for critical conversations. Dr. Beneke will share the results of research in which pre-service teachers analyzed video clips and child talk during book reading. Learn how this process helped pre-service teachers come to consider young children’s ideas about ability and race, recognize the need to talk about ability and race with young children, and brainstorm future practices. We discuss practical implications from this study to promote ability and race talk in early childhood settings, including strategies for supporting teachers to reflect on their own identities, listen closely to children and analyze video data.