Early Childhood and the Asian American Experience

Acknowledgements Chapter 1. Introduction: Framework for Asian American Early Childhood Education Introduction of the Introduction Asian American Early Childhood The “Model Minority” Stereotype Cultural Emphasis on Education in Asian Communities Languages of Asian American Early Childhood Nuances of Lack of Representation Theoretical Influences for This Book Asian Traditional Values and Asian American Parenting Practices Our Review of AsianCrit based on Early Childhood Education Perspectives Alternative Theories for Asian American Early Childhood Education Designing a New Framework for this Book: Intersectionality of Asian American Early Childhood Cultural Dimensions of Asian American Early Childhood Representation of Asian American Children Intersectionality and Socioeconomic Realities in Asian American Early Childhood Education Navigating Our Research Lens: Our Reflexivity and Positionality for This Significant Book Chapter 2. Suda (수다) about Asian Beliefs for Early Childhood Research and Practice Introduction The Suda Approach of Korean American Early Childhood Scholars’ Research and Practice What is Suda? Suda as Theoretical Framework of Korean American Early Childhood Scholars Suda as Research Methods of Korean American Early Childhood Scholars Former Research with Suda in Korean American Families with Young Children Suda for Children’s Exploration of Racial/cultural Identity and Racism Suda Examining Our Own Early Education Practice Suda in Play-Based Family Literacy Practice in Korean American Families Other Early Childhood Approaches Based On Asian Traditional Beliefs Eco-Early Childhood Education in Korea An Inclusion Approach through Confucian Beliefs in Hong Kong Thich Nhat Hanh’s Interbeing for Understanding Immigrant Children’s Lived Experiences Explaining Play in the East Indian Context with Hindu Conclusion Chapter 3. Understanding Social and Emotional Learning (SEL) for Asian American Children: Evolving Perspectives and Imperatives Current State of Social and Emotional Learning in Early Childhood Education Importance of SEL in Early Childhood Cultural Responsiveness of SEL in Early Childhood Asian American Children’s Social and Emotional Learning Societal Perspectives Influencing Asian American Children’s SEL Asian American Families’ Perspectives and Experiences of Their Children’s SEL Implications for Supporting Asian American Children’s Social and Emotional Learning Promoting Culturally Responsive SEL Training in Early Childhood Teacher Education Amplifying the Voices of Asian American Children in SEL Research Conclusion: Beyond Model Minority Stereotypes Chapter 4. Invisible and Untold Poverty among Asian American Children in Early Childhood Introduction Why is Poverty in Asian Americans Untold and Invisible? Model Minority Myth The Lack of Data and Aggregated Data of Asian Americans Asian American Children in Poverty Studied in Early Childhood Education Journals The Process of Selection for Journals in Early Childhood Education Asian American Children in Poverty Studies in the Selected Journals Comprehensive focus: Studies addressing Asian American children in poverty Partial focus: Studies addressing Asian American children in poverty Discussion Future Research Educators Limitations of the Chapter Chapter 5. Multicultural Picturebooks on Asian or Asian American Children and Their Families Multicultural Picturebooks on Asian or Asian American Children Under-representation and Misrepresentation of Asian American Children in Picturebooks Under-representation Misrepresentation Research Studies on Unpacking Underrepresentation and Misrepresentation of Asian/Asian Americans in Children’s Picturebooks Research Studies on Korean/Korean Americans in Children’s Picturebooks Research Studies on Chinese/Chinese Americans in Children’s Picturebooks Research Studies on Japanese/Japanese Americans in Children’s Picturebooks Research Studies on Filipino/Filipino Americans in Children’s Picturebooks Research Studies on Taiwanese/Taiwanese Americans in Children’s Picturebooks Going Beyond Individual Asian/Asian American Cultures Portrayed in Children’s Picturebooks: Racism and Intersectionality Trends of Multicultural Picturebooks on Asian/Asian American Before and After the COVID-19 Pandemic Chapter 6. Unpacking the Intersectional Invisibility of Asian American Children with Disabilities in Early Childhood Research Introduction The Intersectional Invisibility of Asian American Children with Disabilities What We Learned from Research about the Parents of Asian American Children with Disabilities and Their Culture The Cultural Context of Asian American Children with Disabilities Parents’ Difficulties and Strengths What We Learned from Children’s Literature Research about Asian American Children with Disabilities: the In/Visibility of Asian American Children with Disabilities in Picturebooks Henry in A Friend for Henry Chamnan in Bread Song The Deaf Sister in I Have a Sister – My Sister is Deaf The Need for More Mirror/Window Books that Positively Represent Asian Americans with Disabilities Implications For Teaching Practice For Researchers Chapter 7. Asian American Parents’ Perceptions of their Children’s Experiences in the Predominantly-White Community Introduction Asian American Children and Families in Predominantly-White Communities Heritage Language and English for Asian Americans in Predominantly White Communities Current Study Methods Context Participants Data Procedures Data Analysis Findings “Super Double Minority” Dissonance between Expectations of Heritage Language Learning and Stark Reality Diverse Language Experiences of Asian American Children “Teaching the Kids is Very Tricky.”: Writing Development in Heritage Languages Living in PWS: Advantage or Disadvantage? Discussion Index