Expertise:
Education, Early Childhood Education, Teacher Training, Outdoor Classroom, Content Appropriate Early Education, Inequities in Early Education, Curriculum Development, Social and Political Forces on Education Policy, Teacher Identity DevelopmentEden Haywood-Bird’s research is concentrated on the development of self-identity in young children and their teachers, exploring the many layers of power and privilege that intersect in the classroom with policy and within cultural norms. Prior to completing her doctorate, Haywood-Bird was a preschool teacher for 10 years, teaching in both a Reggio Emilia-inspired school and a STEM-focused, inclusive program. She also created many of the online courses in early childhood education leading to a B.S. degree and Vermont teacher licensure.
Recent Grants and Fellowships:
- A.D. Henderson Foundation, Develop online early childhood credential program, $20,372, 2016
Selected Publications:
- “How Does a Targeted Course Improve Pre-service Early Learning and Care (ELC) Educators’ Competency in Teaching Dual Language Learners (DLLs)?”. International Conference Future Challenges in Early Language Learning and Multilingual Education June 2022. (G. Navarro-Cruz and S.Y. Jang, co-presenters)
- “Challenging Internalized Oppression: Early Childhood Teacher Dual-Language Ideologies in California’s Post English-Only Era”, Young Lives at the Margins Conference, June 2021. (G. Navarro-Cruz, co-presenter)
- “The Influence of ‘Perfectionism’ Upon Pre-Service and Early Career Teachers.” AERA, (canceled because of global pandemic) April 2020. (A. Kamei, co-presenter)
- With J.M. Nicholson and D. Wisneski, “Playing with power: an outdoor classroom exploration,” in Reconsidering the Role of Play in Early Childhood Towards Social Justice and Equity (Routledge, 2018)
- With A. Kamei, “Activist in (teacher) training: Educator Training Programs Need to do Their Part,” Power and Education, 2018
- “Playing with power: an outdoor classroom exploration,” Early Child Development and Care, 187 (5-6), pp. 1015-1027, 2017
- “Teacher use of artifacts to scaffold the learning of social norms: an ethnographic study,” in The International Journal of Early Childhood Learning (Wiley, 2014), 20 (1), pp.1-12
Education:
B.A., Liberal Arts, Regis University
M.A., Educational Psychology, University of Colorado
Ph.D., Educational Leadership, Colorado State University