Culturally Responsive Early Childhood Consultation

ABSTRACT

Racially disproportionate discipline compromises children’s rights and perpetuates racial inequalities that begin in preschool. This paper describes the use of culturally responsive early childhood consultation that may be used to reduce preschool suspension and expulsion, focusing on increasing early childhood teachers’ cultural competence and use of instructional strategies to counter the racist educational practices inherent in early childhood educational systems. School psychologists are poised to engage in culturally responsive early childhood consultation given their training in cultural diversity and their expanding role to indirectly and proactively support early educators. Specific competencies are presented for school psychologists to target during culturally responsive consultation with early childhood teachers. While complex and difficult, culturally responsive early childhood consultation has the potential to support early educators to reflect on their own cultural identity, shift their perspectives about Black and Brown children and families, and decrease the likelihood that they will use harsh discipline practices.

Disclosure statement

We have no known conflicts of interest to disclose.

Additional information

Notes on contributors

Elizabeth A. Steed

Elizabeth A. Steed is a professor at the University of Colorado Denver. Her research is focused on inclusion, supporting young children’s social emotional competence, and culturally responsive practices in early childhood education.

Tessa A. Kranski

Tessa A. Kranski is a school psychologist in the Adams 12 Five Star Schools in Colorado. Her scholar-practitioner interests are focused on school psychologists’ support of early childhood teachers to use culturally responsive strategies to prevent children’s challenging behavior and support their social competence.