Advancing Equity and Inclusion in Early Childhood Education: (Advances in Early Childhood and K-12 Education)

Amidst the positive impact of high-quality early childhood education on a child's education, health, and family outcomes, a pressing issue persists – major systemic societal inequities. These disparities disproportionately affect certain children's access and inclusion in early learning environments, creating a landscape where potential remains untapped. At this pivotal juncture, where the spotlight is on universal access to early childhood learning, this book emerges as a beacon of change. Titled Advancing Equity and Inclusion in Early Childhood Education , this project dives deep into the heart of the matter, dissecting the challenges that hinder the realization of equitable and inclusive educational opportunities for all young children and their families. Advancing Equity and Inclusion in Early Childhood Education serves as a resource, presenting a guide for advancing equitable access and inclusion in early childhood education. Through insightful chapters contributed by diverse experts, including practicing educators and family members, this book examines teacher preparation programs, professional development, policy, and research. The goal is to amplify underrepresented voices in academic publishing, embracing intersectional perspectives, and promoting diversity, including people of color, those with disabilities, LGBTQIA+, and beyond. By fostering an inclusive dialogue, we aim to inspire action and innovation in the pursuit of educational equity. This book caters to professionals and students across various disciplines involved in supporting young children and their families. Designed for early childhood teacher preparation programs, higher education institutions, alternative certification programs, policymakers, administrators, directors, and educators, Advancing Equity and Inclusion in Early Childhood Education offers practical insights. It guides the creation of equitable and inclusive early childhood programs, shapes professional development, and encourages ongoing research and evaluation to ensure that innovations contribute to advancing equity and inclusion for all young children.

About the Author :
Amber Friesen (she/her), PhD - Dr. Friesen is a Professor and Chair of the Department of Special Education, at San Francisco State University. Since joining SF State in 2012, her research has focused on promoting inclusive early childhood settings and strong family partnerships. With colleagues in early childhood, she co-created and is the co-coordinator of the Inclusive Early Childhood Practices Graduate Certificate. Dr. Friesen has been the principal investigator on two Office of Special Education Programs (OSEP) grants, including a more recent interdisciplinary grant with speech language therapists. Maryssa Kucskar Mitsch , Ph.D., is an Associate Professor of Early Childhood Special Education in the Department of Special Education. Her primary teaching responsibilities includes courses in early intervention, assessment of young children at-risk and with disabilities, and family systems. Dr. Kucskar’s primary research interests focus on inclusive practices, social skills interventions for young children with disabilities, implementation of evidence-based practices, and strategies for effective professional development. Karina Du received her undergraduate degree in Psychology and Sociology at the University of California Irvine and is an alumni of the Early Childhood Special Education Credential/M.A. program at San Francisco State University. She is a lecturer for an undergraduate course on the science of early intervention. She currently works with preschoolers with autism, and also has experience in early intervention, family-centered practices and inclusion. She also had the opportunity to teach in South Africa as a part of the the CAD/ECSE summer program.