Revisiting culturally responsive teaching practices for early childhood preservice teachers

Annmarie Alberton Gunn, Susan V. Bennett, Kathleen M. Alley, Estanislado S. Barrera IV, Susan Chambers Cantrell, Lasonya Moore, James L. Welsh

Research output: Contribution to journalComment/debate

14 Scopus citations


The US Census states that Americans under the age of five are a majority- minority with 50.2% of this population from minority backgrounds. As our country continues to grow as a rich, diverse multicultural nation, it is imperative that early childhood teacher educators prepare future teachers to embrace this diversity and provide experiences that affirm all students, families and communities. In our past work, we (teacher educators) synthesized the current research into five frameworks that we believe embody the foundation of culturally responsive teaching (CRT) in an early childhood setting. In this article, we review the previous frames and continue this work with additional frameworks that are imperative for developing a culturally responsive early childhood educators and their future classrooms. We situate each framework within the larger context of research, and then we move beyond discussing CRT practices by offering ideas on how culturally responsive classrooms look and how to implement this pedagogy in an early childhood setting with authentic classroom practices.

Original languageEnglish
Pages (from-to)265-280
Number of pages16
JournalJournal of Early Childhood Teacher Education
Issue number3
StatePublished - 2021

Bibliographical note

Publisher Copyright:
© 2020 National Association of Early Childhood Teacher Educators.

ASJC Scopus subject areas

  • Education
  • Social Sciences (miscellaneous)


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