![]() In the fall of 2019, one class of 21 early childhood teacher candidates (with us, their teacher educators) partnered with 14 early childhood teachers at Rainbow Center to design and implement community responsive listening centers. This disparity extends to the materials and learning centers found in early childhood classrooms. However, inequities exist in who is represented in these books and how they are portrayed. When they do, they can appeal to readers of all ages and prompt literacy enjoyment and growth. Thanks to a 14-week partnership with Ball State University’s Early Childhood, Youth, and Family Studies Department, children at the Rainbow Center can now hear books read by members of their families and the community who share their cultural heritage.īooks and other texts have the potential to reflect identities, experiences, and communities (Bishop 1990). Jasmine’s class is one of seven at the Rainbow Center in east-central Indiana that is taking advantage of new listening centers. “It is! We can listen to your grandma read next, Grace,” says Ms. “That’s Jasmine’s mommy reading to us,” squeaks Grace, one of the children crowded around the book. Bloom, holds open the matching book as Jasmine and three of her classmates crowd around to see the pictures in Al-Alwan, Al-Ashkaal, Al-Arqam: Learning My Arabic Colors, Shapes, & Numbers, by Asma Wahab. ![]() Jasmine’s eyes light up as she hears her mother’s voice read a book in Arabic through the class tablet. ![]()
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