2024 Theses Doctoral

In Their Own Words: Black Children and Families Share Their Experiences in Early Childhood Programs

Kirton, Tara

The purpose of this qualitative narrative inquiry was to share the experiences of Black children and families attending early childhood programs across New York City. The theoretical lenses of Anti-Blackness, Intersectionality, and Critical Childhood Studies were employed to provide counter-stories to the dominant narratives told about young Black children and families in traditional educational settings and to examine how the intersection of various identity markers contributed to the participants’ experiences. Semi-structured interviews were conducted with six families and one teacher across Brooklyn and the Bronx.

The children ranged in age from 4 to 8 years old and attended Head Start 3-K, Pre-K, Kindergarten, and 2nd grade programs in public, private, and charter schools. Child-centered research methods were utilized when interviewing the children. In addition, classroom observations were conducted in one child participant’s school for additional insights into the moments that shaped their memories of preschool.

This study aimed to learn what young Black children and their parents had to say about their early childhood experiences in their own words. An additional aim was to identify conditions and practices that need to be preserved as well as those that should be discontinued as we seek to create more equitable and just learning outcomes in educational spaces. Implications for policy and practice are offered based on insights learned from young Black children and their parents.