Three teacher educators trained in the 1960's reflect on how to ensure educational equity in high-needs schools of today. The article starts with a description of the education the writers want for all children, and outline the processes and practices needed to sustain it. This is followed by a discussion on how schools of education can equip teachers with the values, understandings, and strategies they will need to achieve these goals.
Author Biography
Julie Diamond has taught young children for over twenty-five years in a variety of settings, most recently in the New York City public schools. She has taught curriculum to graduate students at Bank Street College of Education and at the City College of New York. She currently supervises student teachers for City College. Diamond is the author of Kindergarten: A Teacher, Her Students, and a Year of Learning (The New Press).
Fretta Reitzes is the director of the 92nd Street Y's Goldman Center for Youth and Family, and the Wonderplay Initiative for Early Learning. A graduate of Bank Street College, she began her career as a day care teacher, and has worked with educators and parents in a variety of settings. The program she developed as director of the Y's Parenting Center became a national model for parent-teacher collaboration. Reitzes is co-author of two books of activities for young children, Wonderplay and Wonderplay Too!
Betsy Grob is a longtime early childhood teacher. She is on the graduate faculty of Bank Street College where she spends much of her time in early childhood classes in NYC, Yonkers, and Westbury. She teaches courses in Early Childhood Curriculum, Block Building, and Observing and Recording the Behavior of Young Children. Grob is an educational consultant for Head Start.
Recommended Citation
Diamond, J.,
Reitzes, F.,
&
Grob, B.
(2010).
The Right to Learn: Preparing Early Childhood Teachers to Work in High-Need Schools.
Occasional Paper Series,
(25).
DOI: https://doi.org/10.58295/2375-3668.1080