Development of Early Childhood Racial Identity in the Montessori Classroom through intentional use of ABAR lessons and materials.

Abstract

Study of Early Childhood development has emphasized the absorbency of children’s minds between the ages of 3-6. In a culture that largely prioritizes the Eurocentric, majority White perspective, careful intent must be made toward cultivating an educational setting that is culturally aware and respectful of the myriad of identities within a single classroom. Study has similarly shown that a “color blind” education – one that simply ignores and brushes over diversity, insisting on homogeneity - is not enough to combat the unconscious biases, stereotypes, and racism evident in current educational curricula. To create a classroom that naturally celebrates each child’s various identities within the learning environment, this study serves to set a foundation of early childhood racial self-identity based in social justice, empathy, compassion, and community by intentionally implementing Anti-Bias, Anti-Racist lessons in a Montessori classroom, alongside literature intervention through curated large group reading material. The study surveys both parent and child participants to assess whether intentionally planned lessons have an impact on a child’s understanding and expression of racial self-identity in the early childhood years.