Agency and Young Children Research Collective

Young children are capable and smart.

Publications


Agency

Troubling Messages: Agency and Learning in the Early Schooling Experiences of Children of Latinx Immigrants

Adair, J. K., Colegrove, K. S. S., & McManus, M. (2018). Troubling messages: Agency and learning in the early schooling experiences of children of Latina/o immigrants. Teachers College Record, 120(6).

Building Bridges, Not Walls, Between Latinx Immigrant Parents and Schools

Colegrove, K. S. S. (2018). Building bridges, not walls, between Latinx immigrant parents and schools. Supporting Young Children of Immigrants in PreK-3, 130.

How the Word Gap Argument Negatively Impacts Young Children of Latinx Immigrants’ Conceptualizations of Learning

Adair, J. K., Colegrove, K. S. S., & McManus, M. E. (2017). How the word gap argument negatively impacts young children of Latinx immigrants’ conceptualizations of learning. Harvard Educational Review87(3), 309-334.

“My Teacher Is Going to Think They’re Crazy”: Responses to LOPI Practices in U.S. First-Grade Classrooms

Adair, J. K. (2015). “My teacher is going to think they’re crazy”: Responses to LOPI practices in US first-grade classrooms. Advances in Child Development and Behavior, (49),  341-356.

Countering deficit thinking: Agency, capabilities and the early learning experiences of children of Latina/o immigrants

Colegrove, K. S. S., & Adair, J. K. (2014). Countering deficit thinking: Agency, capabilities and the early learning experiences of children of Latina/o immigrants. Contemporary Issues in Early Childhood, 15(2), 122-135.

Communal Agency and Social Development: Examples from First Grade Classrooms Serving Children of Immigrants

Adair, J. K., & Colegrove, K. S. S. (2014). Communal agency and social development: Examples from first grade classrooms serving children of immigrants. Asia-Pacific Journal of Research in Early Childhood Education8(2).


Equity and Racial Justice

Troubling Messages: Agency and Learning in the Early Schooling Experiences of Children of Latinx Immigrants

Adair, J. K., Colegrove, K. S. S., & McManus, M. (2018). Troubling messages: Agency and learning in the early schooling experiences of children of Latina/o immigrants. Teachers College Record, 120(6).

How the Word Gap Argument Negatively Impacts Young Children of Latinx Immigrants’ Conceptualizations of Learning

Adair, J. K., Colegrove, K. S. S., & McManus, M. E. (2017). How the word gap argument negatively impacts young children of Latinx immigrants’ conceptualizations of learning. Harvard Educational Review87(3), 309-334.

The Impact of Discrimination on the Early Schooling Experiences of Children from Immigrant Families

Adair, J.K. (2015) The impact of discrimination on the early schooling experiences of children from immigrant families. Washington, D.C.: Migration Policy Institute.

Countering Deficit Thinking: Agency, Capabilities and the Early Learning Experiences of Children of Latina/o Immigrants

Colegrove, K. S. S., & Adair, J. K. (2014). Countering deficit thinking: Agency, capabilities and the early learning experiences of children of Latina/o immigrants. Contemporary Issues in Early Childhood, 15(2), 122-135.

Examining Whiteness as an Obstacle to Positively Approaching Immigrant Families in U.S. Early Childhood Educational Settings

Addressing Race and Inequity in the Classroom

Doucet, F., & Adair, J. K. (2013). Addressing race and inequity in the classroom. YC Young Children, 68(5), 88.


Civic Action

Reconceptualizing Civic Education for Young Children: Recognizing Embodied Civic Action

Payne, K.A., Adair, J.K., Colegrove, K.S.S., Lee, S., Falkner, A., McManus, M., Sachdeva, S. (2019). Reconceptualizing civic education for young children: Recognizing embodied civic action. Education, Citizenship, and Social Justice.

Expanding Video-cued Multivocal Ethnography for Activist Research in the Civic Action and Learning with Young Children Study

McManus, M., Payne, K., Lee, S., Sachdeva, S., Falkner, A., Colegrove, K.S.S., & Adair, J. (2019). Expanding video-cued multivocal ethnography for activist research in the Civic Action and Learning with Young Children Study. Anthropology & Education Quarterly.

Young Children’s Everyday Civics

Payne, K. A. (2018). Young children’s everyday civics. The Social Studies109(2), 57-63.

Young Children’s Citizenship Membership and Participation: Comparing Discourses in Early Childhood Curricula of Australia, New Zealand and the United States

Phillips, L. G., Ritchie, J., & Adair, J. K. (2018). Young children’s citizenship membership and participation: comparing discourses in early childhood curricula of Australia, New Zealand and the United States. Compare: A Journal of Comparative and International Education, 1-23.

Civic Action and Play: Examples from Maori, Aboriginal Australian and Latino Communities

Adair, J. K., Phillips, L., Ritchie, J., & Sachdeva, S. (2017). Civic action and play: examples from Maori, Aboriginal Australian and Latino communities. Early Child Development and Care187(5-6), 798-811.


Transforming ECE Teaching and Leadership

Bank Street Occasional Paper Series #39: Supporting Young Children of Immigrants in PreK-3

Adair, J.K. & Doucet, F. (2018) Bank Street Occasional Paper Series #39: Supporting young children of immigrants in PreK-3.

Finding and Enacting agency: An elementary ESL Teacher’s Perceptions of Teaching and Learning in the Era of Standardized Testing.

Colegrove, K. S. S., & Zuñiga, C. (2018). Finding and enacting agency: An elementary ESL teacher’s perceptions of teaching and learning in the era of standardized testing. International Multilingual Research Journal, 12(3), 188-202.

A Vision for Transforming Early Childhood Research and Practice for Young Children of Immigrants and Their Families

Doucet, F., & Adair, J. (2018). Introduction: A vision for transforming early childhood research and practice for young children of immigrants and their families. Bank Street Occasional Paper Series2018(39), 2.

“Lo Hacen Tan Complicado”: Bridging the Perspectives an Expectations of Mathematics Instruction of Latino Immigrant Parents.

Creating Positive Contexts of Reception: The Value of Immigrant Teachers in U.S. Early Childhood Education Programs

“I’m just playing iPad”: Comparing Prekindergarteners’ and Preservice Teachers’ Social Interactions While Using Tablets for Learning


Learning from Families and Communities

A Vision for Transforming Early Childhood Research and Practice for Young Children of Immigrants and Their Families

Doucet, F., & Adair, J. (2018). Introduction: A Vision for Transforming Early Childhood Research and Practice for Young Children of Immigrants and Their Families. Bank Street Occasional Paper Series2018(39), 2.

Building Bridges, Not Walls, Between Latinx Immigrant Parents and Schools

Colegrove, K. S. S. (2018). Building bridges, not walls, between Latinx immigrant parents and schools. Supporting Young Children of Immigrants in PreK-3, 130.

“Lo Hacen Tan Complicado”: Bridging the Perspectives an Expectations of Mathematics Instruction of Latino Immigrant Parents.

Teaching Ideas from Immigrant Families

Adair, J.K. & Barraza-Correa, A. (2015). Teaching ideas from immigrant families. Teaching Young Children 8(4), 11-13.

Recognizing the Voices of Immigrant Parents in Preschool/Pre-K Settings

Adair, J.K. & Barraza-Correa, A. (2014). Recognizing the voices of immigrant parents in preschool/pre-K settings. Young Children, 69, 32-39.

Examining Whiteness as an Obstacle to Positively Approaching Immigrant Families in U.S. Early Childhood Educational Settings

Taking Seriously the Perspectives and Potential of Immigrant Parents, Children, and Teachers in Early Childhood Education

Adair, J. K. (2012). Taking seriously the perspectives and potential of immigrant parents, children, and teachers in early childhood education. Teacher Education and Practice25(4), 544-548.


Video-cued Ethnographic Methods

Video-Cued Ethnography in Educational Settings

Adair, J.K. (2019). Video-cued ethnography in educational settings. Anthropologie and Education Quarterly.

Video-Cued Ethnographic Data Collection as a Tool Towards Participant Voice

Kurban, F. & Adair, J.K. (2019).Video-cued ethnographic data collection as a tool towards participant voice. Anthropologie and Education Quarterly.

Expanding Video-cued Multivocal Ethnography for Activist Research in the Civic Action and Learning with Young Children Study

McManus, M.E., Payne, K., Lee, S., Sachdeva, S., Falkner, A., Colegrove, K.S.S., & Adair, J.K. (2019). Expanding video-cued multivocal ethnography for activist research in the Civic Action and Learning with Young Children Study. Anthropology & Education Quarterly.

Advocating for Ethnographic Work in Early Childhood Federal Policy: Problems and Possibilities

Adair, J.K. (2011). Advocating for ethnographic work in early childhood federal policy: Problems and possibilities. Anthropology and Education Quarterly, 42(4), 422-433.