Abstract
Providing opportunities for reflection is one way to gain a deeper understanding of teacher candidate’s perceptions of diversity and how their perceptions regarding diversity evolve. We conducted a qualitative content analysis of reflections to explore teacher candidates’ perceptions regarding instructional material selection. By prompting teacher candidates to consider their selection of materials to use with diverse learners within inclusive, bilingual, early childhood classrooms, we were able to organize data within themes and use pattern coding to identify subthemes that emerged. The a priori themes included identify, describe, judge, and apply. Various subthemes emerged within teacher candidates’ reflection matrices (general statements on diversity, combination, age, ability, cultural, and individual). Results revealed that teacher candidates increased their consideration of some areas of diversity (i.e., general statements on diversity, cultural) while others stayed constant (i.e., combination, age, ability).
The U.S. demographic is diverse (Nieto, 2013) and changing rapidly (Haslip & Gullo, 2018), which is also evident within school systems (National Center for Education Statistics, 2013). The Center for Public Education (2012) estimates that 45% of children under 5 years of age in the United States are minorities. It was also reported that between 2000 and 2010, the Hispanic, Asian, African American, and non-Hispanic-White populations all grew (43%, 43%, 12.3%, and 4.9%, respectively). Increasingly, educators and students are culturally unlike one another (Brown & Boser, 2017; Brown et al., 2019). Research suggests the growing population of learners from diverse backgrounds in public education from preschool through high school does not match with the small proportion of teachers from similar backgrounds, with a national gap of approximately 30% between the non-White students and non-White teachers (Boser, 2014). The majority of early childhood educators are engaging in “colorblind” approaches to teaching (Husband, 2012), including educators who are White and non-White (Cooper Stoll, 2014). Historically, educators attracted to the teaching profession tend to favor the status quo as opposed to progressive change (Lortie, 1975). Although there are research studies examining “colorblindness” with older students (Cooper Stoll, 2014; Walton et al., 2014), there is a dearth of research within early childhood (Berman et al., 2017; Farago et al., 2015).
This status quo “colorblind” approach can result in dismissing racism as a concern and increasing the inequity including outward displays of ableism and racism (Crandall et al., 2018; Derman-Sparks & Ramsey, 2006). Research has demonstrated that “colorblind” approaches are common and fail to prevent racial biases in young children (Pahlke et al., 2012). Furthermore, there is no evidence to support that ignoring visible differences in others is beneficial to anyone (Doucet & Adair, 2013). The act of ignoring race perpetuates racism (Berman et al., 2017; Bonilla-Silva, 2003; Husband, 2012) while preserving White privilege (Bonilla-Silva et al., 2004). When “colorblind” approaches are implemented in the classroom, further inequity occurs in early childhood classrooms where educators do not have the tools or experiences to discuss differences (Beneke & Cheatham, 2019, 2020). These inequities can be apparent in the materials selected (e.g., materials in centers, books, music, videos, or visual supports; Souto-Manning et al., 2019) as educators are likely to favor curriculum (Freire, 1985) and materials that are representative of themselves without adequate training to combat this process. For example, research findings suggest that educators often focus on similarities when selecting classroom materials and curriculum resulting in materials that often reflect their own identity rather than items that reflect the identities of children in their classrooms (Beneke & Cheatham, 2020; Souto-Manning et al., 2019). More specifically, Beneke and Cheatham (2020) conducted a study with four White, non-disabled, female teacher candidates (TCs) working within ethnically and racially diverse classrooms. Findings demonstrated that TCs had limited tools to build on discussions around dis/ability and race. In other words, if our early childhood educators are White and utilizing a “colorblind” approach, they may select classroom materials based on their personal preferences or how they feel represented rather than considering the representation of all children.
Diversifying Teacher Preparation
One way to dismantle this cycle is through TC preparation by providing content on equity, diversity, and representation, and field experience opportunities (e.g., real-world experience in classrooms with diverse representation) to determine what influences perceptions. Whether or not it is intentional, individual perceptions of TCs can have an apparent impact in the classroom environment including the decisions made around materials and can result in psychological consequences for young children (Beneke & Cheatham, 2019, 2020; Souto-Manning et al., 2019). When young children do not feel represented within classrooms, they do not feel like they belong, and when children are not exposed to diversity, “sameness” and racism are perpetuated (Beneke & Cheatham, 2020; Beneke et al., 2019). Therefore, it is critical to create a classroom environment filled with materials that provide high-quality experiences for all children (Madison, 2019). TC preparation may be one way to prepare educators to be responsive to the diverse population with whom they will work.
There are vast differences in how TCs are trained (Horm et al., 2013) and a variety of practicum experiences encountered, both affecting TC development (Beneke & Cheatham, 2020; Beneke et al., 2019; Fuligni et al., 2012). Across preparation programs, one area focus is on academic skills and integrating curriculum objectives effectively (Freire, 1985; National Association for the Education of Young Children [NAEYC], 2015). For example, skill-based (i.e., literacy and math) standards are heavily emphasized approaches to child development (NAEYC, 2015). This is only one aspect of child development that should be centered in an inclusive early childhood classroom. The DEC (Division for Early Childhood) and the NAEYC define inclusion, in part, as, “. . . inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential . . .” (DEC & NAEYC, 2009). This definition promotes the idea that early childhood classrooms can be considered inclusive when ALL children are provided high-quality access, engagement, and support (DEC & NAEYC, 2009). This conceptualization requires all educators to regularly and consistently reflect on their own biases and practices to promote equity within the classroom. Given what we know about educators, curriculum, material selection, and the impact on child development, it is important to intentionally create opportunities for TCs to engage in content focused on equity and representation, and explore diverse early childhood classrooms. This includes intentional decision making regarding the materials provided and how children and families from diverse backgrounds are represented (Souto-Manning et al., 2019).
Reflective Practice
Reflection has been a core component of TC training programs for years (Calandra et al., 2009; Schön, 1987). TC reflection is one way to generate new knowledge and improve practices (Nagro et al., 2017, 2020; Schön, 1983, 1987). According to Dewey (1933), reflective teachers consistently question their practices and beliefs. It is critical for educators at all levels to engage in self-reflection to uncover their personal biases and assumptions (Cooper et al., 2011). The use of reflection helps TCs to understand their own strengths and areas of improvement (Nagro et al., 2017, 2020) and supports the ability to inform instructional decision making (Calandra et al., 2009). Three characteristics that have been used to define reflective teachers include open-mindedness, responsibility, and whole-heartedness (Dewey, 1933). This has been further defined as their openness to new information, perspectives of others, and different types of diversity (Garmon, 2005). Whether implicit or explicit, TC perceptions can negatively affect their ability to teach effectively and create safe classrooms.
Although previous research has focused on recalling past experiences and planning for the future (Nagro et al., 2017), there is limited research focused on understanding TCs’ perceptions of diversity within material selection and how these perceptions related to diversity evolve over time. Therefore, the purpose of this study was to explore TCs’ perceptions regarding the selection of materials and to determine how their perceptions evolved over time as they were provided intentional content and field experiences related to diversity. The research questions we sought to answer were as follows:
Method
We used qualitative content analysis (QCA) to guide the development of research questions, data collection, and analysis to engage in a close inspection of data to understand the perspectives of TCs. QCA is a subjective interpretation of text data utilizing a systematic process that allows for both deductive and inductive coding processes (Hsieh & Shannon, 2005).
Participants and Setting
Participants included nine undergraduate females (8 White, 1 Black) enrolled as Child and Family Development majors in a Birth-Kindergarten blended licensure program in a Southeastern state in the United States (see Table 1). Participants took classes together in a cohort and participated in sequenced coursework and field experience opportunities. All participants were completing their second semester of their junior year prior to entering their yearlong student-teaching internship. This study took place in the context of a course that is required for TCs focused on language, literacy, and mathematical development of young children. As a part of this course, TCs were required to complete 15 hr in an early childhood community setting. Due to COVID-19, TCs were only able to complete 12 of their 15 required hours. TCs completed their field experience at an inclusive, bilingual preschool within the district. There was a total of six preschool classrooms within the bilingual preschool, where TCs were spread out to complete their experiences. Each classroom had two educators, one considered the English lead and the other the Spanish lead. TCs attended their classrooms on a day that was led in English; however, educators would communicate in both English and Spanish depending on the needs of the children in the classroom. Similarly, some children in the classroom spoke in Spanish as their first language, and others used English as their first language. Only one of the TCs felt confident in their receptive and expressive use of Spanish, but all TCs experienced classroom environments in both languages. All TCs enrolled in the course (n = 14) completed all assignments involved; however, TCs had the option to opt out (n = 5) of having their work analyzed for research purposes.
TC Participant Socio-Demographic Information.
Note. TC = teacher candidate.
Researchers’ Role
The research team included two researchers who were both faculty at higher education institutions within early childhood education programs. The first author was a faculty member within the institution where the study took place, and also the faculty of record for the course in which participants were recruited. The researchers had over 10 years of experience in preparing early childhood TCs. The current study was a first step to determine how TCs perceived selecting instructional materials, what influenced their selection, and how these perceptions changed over time.
Procedures
Before beginning the study, approval was obtained from the university institutional review board. All TCs were provided an overview of the research study by the first author to ensure that TCs understood the purpose and potential risks and benefits. Consent was provided at the end of the semester after final grades were posted to mitigate the risk of undue influence. Data were collected online through assignment portals over the course of 8 weeks.
Throughout the semester TCs completed six matrices (Nagro, 2020; Nagro et al., 2017, 2020), two matrices at three points in time, to identify, describe, judge, and apply how they were selecting materials as they reflected upon their selection of materials in literacy and mathematics. The matrix included prompts which were used to organize data into four themes. For example, TCs were prompted to reflect on how they identify (i.e., “Reflect on how you identified what literacy materials to use with young children”), describe (i.e., “Describe why you think the selection of literacy materials is important for diverse learners”), judge (i.e., “Judge whether or not you believe your selection of literacy materials is being used successfully to improve the outcomes of young children”), and apply (i.e., “Describe how this information has impacted your selection of literacy materials”). These prompts were also used with their selection of math materials (see the online supplemental material). Data from the matrices were used to answer Research Questions 1 and 3 (see Table 2).
Descriptions and Examples of Qualitative Themes and Subthemes.
Note. TC = teacher candidate.
At three points in time, and between every two matrices, TCs were given content (i.e., class activities and readings) related to equity, diversity, and representation (see Figure 1). Their first two matrices were completed 1 week apart, before exposure to targeted content to examine their original considerations regarding material selection. After Matrices 1 and 2 were completed, TCs engaged in Activity 1 the following week where they were prompted to select and read one article (i.e., Beneke et al., 2019; Madison, 2019) and participate in an online discussion which required TCs to synthesize what they learned from their reading. Peers then responded to at least one other peer that read the other article. This allowed TCs to have some exposure to the content from both readings. Over the next 2 weeks, TCs completed their next two matrices to examine their considerations regarding material selection. The following week, TCs engaged in Activity 2, which included reading another article (Souto-Manning et al., 2019), and working in small groups to complete a reflective table from the article focused on representation (e.g., “Whose voices are centered?” and “Whose voices are silenced?”). TCs then completed their final two matrices over the next 2 weeks to examine their considerations regarding material selection. During the next class, Activity 3 was completed, a discussion facilitated by the first author where TCs first individually reflected on how their selection of materials evolved and what influenced their perceptions, then shared with the class. TCs wrote out their responses and submitted their written reflection. These written reflections were utilized as data analyzed to answer Research Question 2. Responses were transcribed after copying and pasting data from both the matrices and discussions into an Excel file.
Timeline of data collection activities.
Data collection methods
Document analysis was used to answer all research questions. The first method of data collection was a matrix (described previously) that was used to prompt TCs to reflect on their use of specific materials and reflection on their use of those materials. The matrix has been used in previous research to gather reflection data suggesting it is an effective method to capture these types of data (Nagro, 2020; Nagro et al., 2017, 2020). The second method of data collection was an open-ended class discussion. The discussion was facilitated by the first author and included four questions (How did your selection of literacy materials change over time and what influenced those changes? How did your selection of math materials change over time and what influenced those changes?). TCs were prompted to first write down their responses independently before sharing out with the group so they could submit independent responses.
Data analysis
We began with a deductive process, using the transcriptions within the Excel document. All participants completed matrices and the final discussions. A matrix which has previously been used in the literature to promote reflection containing the sections identify, describe, judge, and apply was used to determine how TCs selected materials. The systematic process we used was using the matrices as the a priori starter codes and then identifying subthemes within these (Brantlinger et al., 2005). The second author was the primary analyst and independently analyzed the a priori starter codes first to determine what subthemes emerged from the data. She used an inductive process through pattern coding to code data within each of the starter codes (identify, describe, judge, and apply) into subthemes which emerged from the data and aligned with the research questions (Open Coding: Iteration 1; Miles & Huberman, 1994). Initially, six subthemes emerged. The first author then reviewed 100% of the data to determine whether there was agreement as part of the consensus process and 99% agreement was reached (Agreement: Iteration 2). Through discussion, the first and second authors identified six responses as outliers to the research questions and focused on the data within one of the subthemes which was the diversity category (Revision of Subthemes: Iteration 3). The second author used pattern coding (Miles & Huberman, 1994) and reanalyzed the data for subthemes within diversity (Identification of Subthemes: Iteration 4). The six subthemes within diversity included (a) general statements on diversity considerations, (b) combination considerations, (c) age considerations, (d) ability considerations, (e) cultural considerations, and (f) individual considerations. The first author reviewed 100% of codes to ensure agreement (Agreement: Iteration 5). Agreement was 99%. The first and second authors discussed disagreements and determined the most appropriate code for the data (Consensus: Iteration 6; see Figure 2).
Qualitative content analysis iteration cycles.
Quality credibility indicators
We used Brantlinger and colleagues’ (2005) recommendations for quality indicators for qualitative research in special education to ensure quality and rigor of data collection and analysis. The researchers triangulated data through (a) data triangulation (use of matrix and discussion) and (b) investigator triangulation (first and second authors reviewed 100% of data). As the researchers analyzed data, they looked for disconfirming evidence by identifying outliers to the research questions. The researchers maintained an audit trail by including all data collected and carefully storing (e.g., saved on a password-protected computer) the data. Prolonged field engagement took place over the semester and provided participants multiple opportunities to use the matrix to capture data regarding their reflection of their selection and use of materials. The researchers maintained all data resulting in thick, detailed descriptions, and the researchers used particularlizability by reporting detailed data from specific participants and providing all TCs enrolled in the course the opportunity to participate in this research study. A code–recode strategy was used when the researchers engaged in multiple iterations of data analysis. Triangulation, collecting thick descriptions, particularlizability, and examining data for disconfirming evidence ensure the data are credible and aid in the transferability of research findings. The audit trail, code–recode process, triangulation, and disconfirming evidence substantiate that the findings are dependable.
Results
Themes included identify, describe, judge, and apply (described previously). In addition, there were six subthemes. General statements on diversity considerations (TCs referenced diversity, but they did not specify an element of diversity). Combination of considerations (multiple elements of diversity). Age considerations (TCs referenced children’s age when describing materials). Ability considerations (TCs described developmentally appropriate practice and accommodations). Cultural considerations (participants described language and cultural norms). Individual considerations (related to specific appropriateness, child interests, and engagement).
What Elements of Diversity Do TCs Consider When Selecting Materials During the Reflection Process?
Identify: How did you select materials to use with young children?
Across all matrices, there were 16 codes within the identify theme. Subthemes included general statements on diversity considerations (four codes), combination of considerations (one code), cultural considerations (nine codes), and individual considerations (two codes). One participant made a general statement on diversity considerations when they shared, “When selecting math materials, I think it is important to consider diverse learners, multimodal opportunities, and materials that present math concepts that build on one another.” A combination of considerations included participants discussing books being appropriate for students with disabilities and for students from different cultures. For example, “I will use books that are developmentally appropriate for the classroom. Books with characters who have disabilities or are from different cultures are also very important to have.” Participants discussed cultural considerations related to language when sharing the books they chose: For the selection of literacy materials with Dual Language Learners, I would choose a book like Mouse Paint/Pintura de ratón by Ellen Stoll Walsh that is in both English and Spanish to help children make a connection between the two languages and increase understanding of vocabulary.
Participants made individual considerations when they discussed children relating to class materials; one participant stated, I will make note of children’s favorite colors, what toys they enjoy playing with, their favorite foods, and so on. I will then incorporate those into the math materials. Their folders could be their favorite colors, they could have a word problem that contains their favorite foods.
Describe: Why do you think your selection of materials are important for diverse learners?
Across all matrices, there were 71 codes within the describe theme. Subthemes within describe included general statements on diversity considerations (eight codes), combination of considerations (14 codes), ability considerations (eight codes), cultural considerations (33 codes), and individual considerations (eight codes). Participants made general statements describing diversity, when discussing books for diverse learners: I think having this book in the classroom is important in the education of diverse learners because it is a simple book that most children will be able to follow. Most children know what pizza is and probably like it—they will be interested in reading about The Little Red Hen goes through all the struggles to make her pizza.
Participants made a combination of considerations when they described both gender and language: The selection of identified literacy materials is important because different learning needs should be catered to, cultural differences are likely to affect understanding of some language, and multimodal activities are great for helping children gain a better grasp on language/literacy concepts.
Participants described ability considerations when discussing individual needs: “I think the selection of identified literacy materials is important because they encourage the involvement of all children of any skill level. With the teacher and peer’s assistance all children were able to feel successful during this activity.” Participants described culturally relevant materials, such as money in different countries: “It is a way for teachers to teach about different types of money in different countries. They can bring in different coins from different countries.” Participants described individual considerations related to materials: “If a child cannot relate to the books that are provided, then they will not want to read and developmentally progress with reading/literacy.”
Judge: Why do you believe your selection of materials are being used successfully to improve outcomes for young children?
Across all matrices, there were 23 codes within the judge theme. Subthemes within the judge theme included general statements on diversity considerations (six codes), combination considerations (three codes), ability considerations (three codes), cultural considerations (nine codes), and individual considerations (two codes). Participants made general statements when they judged their use of diverse literacy materials by describing child comprehension: “I do believe my selection of literacy materials for young children is successful because children prove they comprehend the concepts that I present. I think my literacy selections for diverse learners could be more informed by professional input.” Participants responded with a combination of considerations by judging their use of math materials for a variety of children for different reasons: I believe that my selection of math materials is being used to successfully improve the outcomes of young children because it provides materials that can be useful to children who speak various languages and children who are on different learning levels.
One participant judged their use of literacy materials within the ability subtheme by discussing how providing multiple opportunities would benefit students as they would receive additional practice: “My selection of literacy materials is successfully being used to improve the outcomes for young children because it offers opportunities for the child to choose and it provides extra support and stimulation for those who may need it.” One participant judged the importance of English and Spanish language exposure for all students within the cultural considerations subtheme when stating, “This activity gives students the opportunity to be creative, learn about different cultures, and practice their math skills; the success of the activity can be judged easily if students are able to make patterns.” Individual considerations emerged when participants discussed children learning in their own way: “By selecting diverse materials child outcomes should increase because every child is learning in their own unique way.”
Apply: How has this information affected your selection of materials?
Across all matrices, there were 30 codes within the apply theme. The apply theme included general statements on diversity considerations (four codes), combination of considerations (four codes), age considerations (one code), ability considerations (one code), cultural considerations (10 codes), and individualized considerations (nine codes). Application of diverse materials was evident within the general statement on diversity subtheme when participants discussed selecting books to ensure all children feel included: “This information has impacted me by becoming more thoughtful and aware when picking out books to ensure that everyone feels included.” Participants discussed the application of diverse materials within the combination of considerations subtheme when referencing disabilities and English Language Learners: This information has impacted my selection of math materials because giving the children more than one way to learn a particular skill can be beneficial to the success of the child. It can be adapted for children that have disabilities and for children that are ELL.
One participant discussed the application of diverse materials by referencing the child age group: “We have learned that activities need to correspond with goals of development specific to the age group.” Participants reflected on their own struggles within the ability considerations subtheme: “It has reminded me of my past struggles with math and to be mindful of those struggles as I pick out materials for young children.” Participants discussed the application of materials within the cultural considerations subtheme when referencing the importance of incorporating diverse cultures into lessons: This has impacted my selection of math material as a future TC because it is important to keep in mind that some children’s families may not use inches and centimeters. They may use a different metric system—this is something to be aware of when assessing children.
Participants discussed applying individual considerations in regard to materials that the child will relate to: This information impacts my selection of math material as a TC because it shows the importance of relating math concepts to a child’s life. Children will be more interested and engaged if they are involved in the learning process.
How Are TCs’ Perceptions Regarding Material Selection Influenced?
To address the second research question, we provide results of how TCs’ perceptions regarding the selection of materials were influenced. In this research question, participants identified change agents or those activities that they perceived affected their decisions regarding their selection of materials. Results were determined from the third in-class activity where TCs identified what (i.e., readings, activities, field experience opportunities) influence their selection of materials. Themes included identify and describe.
In the identify theme, participants were responding to questions in which they explained their selection of materials. Subthemes within identify included general statements on diversity considerations (one code), combination of considerations (one code), cultural considerations (two codes), and individual considerations (seven codes). In the general statements on diversity subtheme, one participant shared that seeing diversity during her field experience has resulted in change: “Seeing diversity in the classroom has changed opinions and opened my mind even further.”
Participants also discussed their consideration of culture due to the articles that they read in class: The article that we researched and had a class discussion on about different ways to add supports in the classroom for diverse learners. I liked the article because it gave valuable information with research as well as examples that you could include in your classroom. Having a greater scope on what it means to have a multicultural classroom.
One participant identified how considering goals for all children within her field placement resulted in her considering multiple elements of diversity (diversity and ability) when she discussed looking for an appropriate book: Finding an accessible hard copy of the book to directly work from and with. I wanted a book with strong diversity in representation to respect differences of all. Considering new materials to support the skills for all students, including target children.
Individual considerations emerged when participants identified the importance of all child voices being heard which they were exposed to during observations and class activities: I saw how important it is for children to learn about themselves and one another. The activity in which we had to think intentionally about who created a literacy material and whose voice is heard using the material was very eye opening to me. It is important that we hear all the voices of children in class.
In the describe theme, participants were responding to questions in which they described what influenced their selection of materials. Subthemes within describe included general statements on diversity considerations (two codes), combination of considerations (three codes), ability considerations (three codes), and individualized considerations (three codes). In general statements of diversity considerations, participants described how class discussions reminded them of the importance of diversity when selecting literacy materials: “It (selecting literacy materials) reminded me of how important diversity is . . . It also made me think more critically about the materials being used in a lesson and how they can be used.”
Participants described how selecting materials for the children in their field experience resulted in a combination of considerations when discussing how their literacy materials changed: “My literacy materials changed over time to utilize more inclusive materials. I wanted to be sure that children’s culture, abilities, and language were included in these materials.”
Participants explained how their experiences in the field resulted in them considering literacy materials and child ability: “It (observing diverse children) made me really think about finding/choosing literacy materials that could be adaptable for all children of different abilities.” Finally, participants described how reading articles in class about the importance of classroom representation resulted in them considering individualized materials to engage children to the individual child interests and engagement: “Selecting materials like this helps to create engaging experiences for children . . .”
How Do TCs’ Perceptions Regarding Material Selection Evolve Over Time?
To address the third research question, we provide results of how codes within subthemes evolved over time as TCs were exposed to new content (i.e., readings, discussions). In this research question, the number of subthemes was counted before and after TCs completed each of the three activities to examine any trends among subtheme use. Results were determined from the QCA on TC matrices (see Table 3).
Number of Codes Separated by Subthemes Across Matrices.
There were seven codes in general statements on diversity considerations prior to TCs engaging in any activities. The frequency of general statements on diversity codes decreased to three after the first activity was completed, then increased to 12 after TCs read and engaged in discussion. Combination of considerations stayed consistent throughout across matrices starting at six codes, increasing slightly to eight codes, and remaining at eight codes. Age considerations started with one code prior to TCs engaging in any activities and decreased to zero for the remaining matrices. Ability started with five codes prior to TCs engaging in content, then decreased to three codes after the first activity. The ability codes increased after the second activity back to five codes. Cultural codes started out with 18 total codes. After the first activity, cultural codes decreased slightly to 14 codes, then after the reading and group discussion, cultural codes increased to 29 codes. Individual consideration started at four codes and increased slightly after the first activity to 11 codes. After the second activity, individual considerations decreased to six codes. After completing the first two matrices, TCs predominantly focused on culture (n = 18) and general statements on diversity considerations (n = 7). When TCs completed the first activity, culture (n = 14) and individual considerations (n = 11) were the most frequently used codes; however, the total number of codes stayed consistent (n = 41 and 39, respectively). After TCs completed the second activity, the highest number of codes included general statements on diversity (n = 12), combination (n = 8), and cultural considerations (n = 29). Overall, the highest number of codes across subthemes included general statements on diversity (n = 22), combination (n = 22), individual (n = 21), and cultural (n = 61) considerations. However, the codes regarding general statements on diversity and cultural considerations increased the most over time.
Discussion
In this study, a QCA of reflections was used to explore TCs’ perceptions regarding material selection related to diversity. Nine TCs engaged in reflecting on their selection of materials within an inclusive, bilingual, early childhood classroom setting. Findings from this study suggest that TCs increased their focus on some areas of diversity (cultural, general statements on diversity) over time while others remained constant (combination, age, ability). This study supports previous reflection research as a key aspect of TC preparation supporting the generation of knowledge (Calandra et al., 2009; Dewey, 1933; Garmon, 2005; Nagro, 2020; Nagro et al., 2017, 2020; Schön, 1983, 1987). In addition, this study adds to literature by focusing on the materials used in early childhood classrooms (Beneke & Cheatham, 2020; Souto-Manning et al., 2019) and gaining more insight regarding TC decision making (Calandra et al., 2009; Nagro, 2020; Nagro et al., 2017, 2020).
This study adds to literature focused on how TCs reflect on their decisions regarding selecting materials. As TCs were prompted to identify, describe, judge, and apply the material selection process, subthemes which emerged included the following: (a) general statements on diversity considerations, (b) combination of considerations, (c) age considerations, (d) ability considerations, (e) cultural considerations, and (f) individual considerations. Initially, these topics were focused on individual and cultural considerations and by providing opportunities to engage in content and field experiences specific to equity, diversity, and representation. These perceptions evolved to include an increased focus on cultural considerations as well as general statements on diversity considerations. These findings suggest that providing intentional opportunities within early childhood coursework resulted in TCs more frequently considering culture and diversity in regard to their selection of materials. These findings may be a result of TCs attending a practicum experience at a bilingual school. It is typical for TCs to consider individual needs of young children as they learn through a special education lens as TCs in a blended licensure program, but this also highlights the importance of providing intentional opportunities to engage in content and field experiences specific to the diverse student needs from an equity lens.
Second, this study adds to the literature by providing insight on how TC perceptions were influenced. After experiencing targeted activities including diverse readings, discussions, hands-on experiences (i.e., field experiences in bilingual classrooms), in-class activities centered on equity, diversity, and the importance of representing the children in the classroom and their varied experiences, there was a shift in the elements of diversity which TC referenced regarding classroom material selection. Specifically, the codes regarding general statements on diversity and cultural considerations of material selection increased the most over time. This may suggest that by providing reading centered around diverse perspectives and bringing that awareness to the classroom influenced TCs to make these considerations during their reflection assignments on classroom materials. Prior to any engagement in these activities, TCs provided general responses related to the subthemes and their material selection. After their exposure to the initial reading, the quantity of subtheme codes remained at similar occurrences or decreased over time. This may be related to the limited impact of one reading. This may also be due to a lack of previous field experiences in diverse settings. When TCs completed an additional reading and worked in groups to determine the impact of their past material selections, combined with related field experiences, there was a substantial increase in the number of codes across culturally relevant subthemes. This may demonstrate the need to provide readings as well as facilitate deeper experiences involving critical reflection.
Limitations and Future Directions for Research
Although this research supports previous findings and extends the literature, it is important to acknowledge the limitations. One limitation is the small sample size. The present study was conducted with one group of TCs enrolled in a required course at one university, which affects the generalizability of these findings. Although the majority of the TCs enrolled in this course opted to have their work analyzed, not all did. Similarly, the authors analyzed how TC’s perceptions changed over time which emphasized the quantity of themes that emerged and did not examine the quality or depth of reflection over time.
In addition, this research took place in spring 2020 and the global pandemic of COVID-19 affected the amount of time TCs were able to spend engaging hands-on in their field experience. This reduced their total number of field experience from 15 to 12 hr. This could have affected the TCs’ reflections as they no longer had opportunities to experience the bilingual classroom. In addition, it is possible that the presence of COVID-19 affected TC responses provided within the third and fourth matrices as this occurred during the shift to online learning resulting in increased stress for many TCs.
Implications for TC Preparation
There is a need to enhance application of equity, representation, and diversity from content knowledge into application, particularly, moving from reflection to action (Madison, 2019). The findings from this study may inform the field of early childhood education and early childhood special education by identifying intentional ways to prepare TCs for the complexities involved in preparing early childhood classrooms with consideration to all children. For TCs to feel empowered and prepared to address inequity within their classrooms, there is a dire need to provide intentional opportunities for discussion and conversation around these issues within coursework and field placements. TCs will likely need continued opportunities to recognize the messages of educator actions such as selecting classroom materials and how these decisions influence child outcomes. Prior to any readings or discussion, TC reflections were generally related to diversity, then became more specific as they engaged in additional course activities. After completing Activity 2, which allowed TCs to explore who is represented and who is missing in the materials they have selected, may have had a greater impact on their personal reflections and perceptions. Additional activities that encourage TCs to consider who will be represented could further shift thinking. It is imperative that TC licensure programs center on integrating a focus on equity within coursework more intentionally by providing TCs opportunities to read, discuss, and experience classrooms representative of the greater community.
Implications for Future Research
Our study explored TC perceptions, how selecting targeted readings and placing activities throughout the semester could have an impact on TCs’ perceptions surrounding the selection of materials, how their perceptions were influenced, and how their perceptions evolved. Replicating this research with a larger population of TCs who may present diverse characteristics would provide additional information to consider in regard to TC development of reflective practices as they select materials. This might also allow researchers to compare groups of TCs to determine where specific and tailored supports may be needed to assist TCs in reflecting on equity and representation in their future classrooms. Future research should examine TCs’ implementation of selecting materials and putting them into practice and explore how these decisions and practices affect child outcomes. An additional next step for research should examine the quality and depth of TC reflections over time in addition to the quantity. Finally, although TCs are the focus of this research, it is important to highlight the implications of our findings on society as a whole and the persistent challenges that must be overcome to advocate for social justice.
Conclusion
With such a history of inequity and mismatched cultures between educators and their students within the United States, the preparation of TCs must provide intentional opportunities for TCs to engage in content and field experiences related to equity, diversity, and representation as they may influence TC perceptions, practice, and child outcomes. Reflection and discussion offer a necessary platform for deconstructing this problem internally, but we must continue to move toward action and advocacy to break the cycle and improve realities for diverse children. Although educators are at times placed under constraints due to prescriptive curricula without consideration of diverse young learners or under-resourced areas with limited materials available within the early childhood setting, this narrows the learning opportunities available to all children. TCs will soon be our future early childhood educators who will hold the responsibility of selecting materials for their classrooms that are representative of all children. It is critical that they have had adequate opportunities for application and feedback prior to entering the field.
Supplemental Material
sj-pdf-1-tec-10.1177_02711214211013889 – Supplemental material for Examining Early Childhood Teacher Candidate’s Perceptions of Diversity Regarding Material Selection
Supplemental material, sj-pdf-1-tec-10.1177_02711214211013889 for Examining Early Childhood Teacher Candidate’s Perceptions of Diversity Regarding Material Selection by Sloan O. Storie and Christan Grygas Coogle in Topics in Early Childhood Special Education
Footnotes
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The author(s) received no financial support for the research, authorship, and/or publication of this article.
Supplemental Material
Supplemental material for this article is available on the Topics in Early Childhood Special Education website with the online version of this article.
References
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