DCAESJ’s early childhood working group facilitator, Makai Kellogg, co-wrote a new book, Reflection, Perspective-Taking, and Social Justice: Stories of Empathy and Kindness in the Early Childhood Classroom.

By Makai Kellogg and Sara Beshawred
On Saturday, November 18th, the Anti-Bias Early Childhood Working Group met at the Teaching for Change office. The group focused on addressing holidays in the classroom with an anti-bias lens.

On Saturday, August 20, more than 100 educators from across the D.C. area convened at the Martin Luther King Jr. Memorial Library for the inaugural DCAESJ Social Justice Curriculum Fair.

By Makai Kellogg

During this session, Rapoport led participants in an activity where we thought about our favorite place and associated a color with it. We then added feeling words, more colors, and sensory experiences connected to the place.

Using the Black Lives Matter guiding principles and the book Don't Touch My Hair to discuss consent with young children.

On February 15, 2021, 36 preservice teachers from Gallaudet University, Kendall Demonstration Elementary School, and the Maryland School for the Deaf, gathered for a virtual workshop presentation titled Teaching about the Black Lives Matter 13 Guiding Principles in Early Childhood Classrooms.

Last May, Teaching for Change’s D.C. Area Educator’s for Social Justice, hosted a session for early childhood educators on teaching about disability. There was a variety of educators and specialists in attendance including therapists and teachers of inclusive and self-contained classrooms. Read more >>

We all know what “The End” means when reading a children’s book. The story has concluded. The last sentence of a book can also indicate to a reader that there is closure. But what are the consequences of that closure when it comes to books about ongoing social movements? Isn’t there always more to the story? Or is the struggle for justice over? Read more >>

Preschool students in Makai Kellogg's class at School for Friends explored the guiding principles of queer and trans-affirming during a story-time reading of Jessica Love’s Julian is a Mermaid .

My three and four-year-old pre-school students and I read the book One by Katherine Otoshi and discussed what it means to be a bystander and ally as well as addressing restorative justice in the story. The children drew pictures inspired by the book. The text is their words describing what they drew.