McCormick Institute for Early Childhood

BY Khadijah Terrell, with Ja'Re Thorn and Erin Cetera | February 1, 2022

This document may be printed, photocopied, and disseminated freely with attribution. All content is the property of the McCormick Center for Early Childhood Leadership.

The month of February brings back memories from my early youth of celebrating Black History Month. Black History Month had always been the time of year where extra emphasis was placed on commemorating the notable achievements of my predecessors and celebrating the shared Black American experience. I recall this as a time when schools, churches, libraries, civic organizations, families, and individuals – my entire village – would come together to fellowship in Black Pride. In my primary years, most members of my community were Black like me, so learning about the advancements of people of my likeness was frequently integrated into my everyday life. I learned of stories such as school integration and the courage of Ruby Bridges, the patriotism of the Buffalo Soldiers and Tuskegee Airmen, the poetic pens of Countee Cullen and Margaret Burroughs, and the likes of countless other prominent people that looked like me. The representation gave me confidence in knowing that there were endless possibilities of what I could do and who I could be.


As I grew into adolescence and ventured out of that community, I quickly discovered that Black Pride was not universal. A few weeks in February were the only time Black history was acknowledged (and it was often limited to the usual lessons on Dr. Martin Luther King Jr. and the Civil Rights Movement or Harriet Tubman, slavery, and the Underground Railroad). But the fact of the matter is that Black history encompasses far more than just those pivotal events that have been the focus of what is taught from textbooks. Acknowledging the countless contributions of Black men and women should not be limited to the shortest month of the year. The significant influence that Black culture has had throughout our society (and the world) should not be restricted to an abbreviated segment of America’s story. Simply put, Black history IS American history, and there are many benefits to learning the whole story.


Importance of Celebrating Black History


Dr. Carter G. Woodson, known as the “Father of Black History,” created the vision which led to the launch of Negro History Week in 1926. Later, after being officially recognized as Black History Month, its primary focus was to honor and celebrate the achievements of the Black past and bring a call to action for the public to extend their study of Black history. As the founder of the Association for the Study of African American Life and History, Woodson told an audience of Hampton Institute students, “We are going back to that beautiful history, and it’s going to inspire us to greater achievements.”


The importance of honoring and seeking more knowledge about Black history is even more urgent today for the progress of American culture than it was a century ago. Many recent events spotlight the continued racial prejudices and social injustices that plague our nation, which is also evidence that the journey toward tolerance and equality is far from over.


As members of the education field, we often hang our hats on the idea, as quoted by Sir Francis Bacon, that “knowledge is power.” Black History Month is a time to acknowledge the past and preserve the customs and traditions of a group that makes up a significant population of this country. Understanding the rich culture of Black America’s past allows us all to embrace a diversity of traditions as they positively impact the world.


Early exposure imparts respect for the history, culture, and accomplishments that play a significant role in the world in which they live. Teaching Black history in these formative years allows children to grow up with an all-inclusive awareness of their broader community, rather than considering themselves or others as separate entities from the rest of America. Young children are our future, and exposing them to this history is the ideal starting point for changing attitudes and breaking down biases – creating more acceptance for diversity, equity, and inclusion within the world.


When considering how to support children and families as they learn about Black history, ask yourself, “What would best meet the needs of the children, families, and staff that I serve?” and “How can I help our children, families, and staff experience Black history all year long?”


So, what could you do?


  • Invite families to share something about their family, culture, or heritage with the children and staff. They could come in and put on a mini show from their culture involving different foods, clothes, and history.
  • Partner with agencies that focus specifically on African Americans and have them come in to conduct events or activities with the children and families.
  • Librarians can support the curriculum by reading books about African Americans who have made contributions to the world and having the children act out the characters. The children in the classrooms could also create pieces of art based on the stories and what they thought was important or intriguing from the book.
  • Create a Black History board in your hallways to showcase different people and their histories for all that walk into your building to see.
  • Have children design their own inventions, and have conversations with them about African Americans who have invented items that they often use today.
  • Invite prominent African American community members to show children that they can one day achieve the same things.
  • Create a Black History program that includes ongoing events. This may allow the children and staff to take on the roles of people who have contributed to history in some way. You could show a Black movie or host activity Fridays where you show a different educational film (at the children’s levels, of course) to support their learning and understanding of Black history.
  • Lastly, you could also offer your support for the African American families in your programs by getting their input on what they would like to see for the month and what they could bring to the program.


As you work to develop a plan that ensures your program highlights the importance of Black history throughout the year, know there is no cookie-cutter way to do this, but it can be done. Be creative and explore different ways to involve children, families, and staff in your programming.


Things to Consider When There Are No Black or African American Families in Your Program 


The importance of teaching Black history is magnified when there are few or no African American or Black families in your early childhood program. The world is diverse, even if your program’s enrollment is not. Black History Month provides an opportunity for program administrators and staff to refresh their program’s commitment to culturally expansive, anti-bias education. Early childhood education leaders can be one of the most powerful forces for change, and the opportunity should not be taken lightly. We have the power and responsibility to build environments that communicate genuine care, value, and respect for all children and families.


The Head Start Early Childhood Learning and Knowledge Center offers webinars that can support programs as they grow in their understanding of racial and ethnic equity and create teaching and learning environments that support such understanding in children.


Remember that Black history is our history, and without Black history, there is no history because there would be no us!


Below is a list of linked resources and print publications to help with understanding and celebrating Black history within your programs:



Additional Resources and References:


Fraga, L. M. (2020). Advancing an Equitable and Anti-Racist Child Care System. Exchange, (September/October), 8–9.


Rogers, R. M. (2021). A Story of Reimagining–Creating A Beloved Community. Exchange, (November/December), 16–19.


Sparks, L. D., & Edward, J. O. (2019). Understanding Anti-Bias Education: Bringing the Four Core Goals to Every Facet of Your Curriculum. Young Children, 74(5). https://www.naeyc.org/resources/pubs/yc/nov2019/understanding-anti-bias


The McCormick Center DEI Task Force. (2021, January 28). Supporting Family Child Care Providers and Center Directors Celebrating and Incorporating Black History Month. https://mccormickcenter.nl.edu/library/black_history_month/

Khadijah Terrell is an Assessor and Training Specialist and a member of the McCormick Center for Early Childhood Leadership Diversity, Equity, and Inclusion Task Force. Khadijah holds a Bachelor of Arts in professional communications from Roosevelt University, a Master of Arts in teaching from Chicago State University, and an educational specialist degree in curriculum and instruction from National Louis University. Khadijah has 15 years of experience in the education field, working with children, families, and teachers around the greater Chicagoland area.


Ja’Re Thorn is an Assessor and Training Specialist for the McCormick Center for Early Childhood Leadership at National Louis University. Ja’Re holds a Bachelor of Science degree in child development from Northern Illinois University and a Master of Science in child development from Erikson Institute. She is currently completing a doctoral program in teaching and learning, specializing in curriculum, advocacy, and policy, at National Louis University. Prior to joining the McCormick Center, Ja’Re worked in many roles in early childhood education, ranging from infant teacher to adjunct faculty member. Ja’Re’s hope is that one day all children will receive equity in education, beginning with ensuring that all educators are thoroughly prepared before entering the classroom and receive continued support when in the classroom.


Erin Cetera is an Assessor and Training Specialist and a member of the McCormick Center for Early Childhood Leadership Diversity, Equity, and Inclusion Task Force. Erin holds a Bachelor of Arts in elementary education and human development from National Louis University and a Master of Science in management and organizational behavior from Benedictine University. Erin has 25 years of experience directing early childhood programs in a variety of settings and communities.

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Downloading Calm: Supporting Co-Regulation in Early Childhood Leaders

By Lindsay Miner • January 14, 2026
BY LINDSAY MINER In recent years, social-emotional learning and development have emerged as a key focus of research and discourse in early childhood education. A key component of social-emotional development is emotional regulation. Although emotional regulation is often referred to as “self-regulation,” early relationships with trusted caregivers are an important factor in developing the “self” piece of “self-regulation.” In their earliest years, children rely on trusted caregivers to help them manage and soothe distressing emotions and sensations. This process is called “ co-regulation .” However, for co-regulation to be successful, the adult caregiver must first be able to manage their own distressing emotions in a healthy manner. So, what happens when co-regulation depends on adults who are consistently overworked and overstimulated? This article will explore ways in which early childhood leaders and administrators can use co-regulation to support early childhood educators, ultimately leading to enhanced self-regulation skills in educators. STRESS BEGETS STRESS Early childhood educators are living and working in unprecedented times. According to the 2024 RAND American Pre-K Teacher Survey , public pre-K teachers nationwide reported experiencing workplace stress at nearly twice the rate of similar working adults in other occupations. Top stressors include: Low levels of compensation. Lack of support and resources in addressing children’s challenging behaviors and mental health needs. Navigating teaching and learning during, and after, a global pandemic. Increased workload that requires working outside of contracted hours. Staffing shortages and high rates of teacher turnover. Compassion fatigue and burnout from the emotional labor of the job. The Child Mind Institute explains that in the same way that an adult’s calm can help a child feel calm, an adult’s stress can cause a child to feel stressed. Therefore, the first step in successful co-regulation requires that trusted caregivers are able to handle their own stress in a healthy way. However, feedback from early childhood educators, such as the stressors listed above, demonstrates that handling stress in a healthy way is easier said than done. Downloading Calm With the high levels of workplace stress being reported by early childhood professionals in recent years, it is more important than ever that leaders and administrators within early childhood become a source of co-regulation for their staff. Dr. Becky Bailey refers to the process of co-regulation between a trusted caregiver and a child as “ downloading calm .” However, downloading calm is not exclusive to adult-child relationships. Below are some ways that early childhood leaders and administrators can download calm to their staff. Mindfulness Exercises According to Zero to Three , research has shown the benefits of mindfulness in managing stress for early childhood educators. These benefits include, reducing anxiety and depression, increasing levels of empathy and compassion, and enhancing emotional regulation, self-compassion, attentional awareness, and perspective taking. Some mindfulness exercises leaders and administrators can initiate with staff include: 1. The STOP Strategy : Stop. In times of stress and overwhelm, encourage staff members to: Stop, pause, and focus. Take a deep breath in and out alongside staff members. Encourage them to notice how it feels to breathe. Observe. Encourage staff members to acknowledge the emotions and physical responses that they are feeling, positive or negative, without judgment. Recognize that these feelings are valid, momentary, and manageable. Proceed. Give staff members space to think about how they want to respond. Process alongside them if they need to talk, and provide assistance in the classroom if they need a moment to themselves. 2. Rhythmic Breathing : Teach and practice rhythmic breathing alongside staff members as a tool to use when they are feeling stressed: Breathe in as you count to four. Hold that breath as you count to four. Breathe out as you count to four. Hold as you count to four. Repeat this for a few rounds and notice how your mind and body feel afterwards. 3. Five Senses Exercise : Teach this exercise to staff members and practice alongside them as a tool to use to ground themselves when they are feeling overwhelmed: See: Look around you and name five things you can see. Feel: Notice and describe the texture of four things you can feel/touch. Listen: Notice and name three things you can hear. Smell: Notice and name two things you can smell. Taste: Notice one thing you can taste. Focus on the sensations in your mouth, such as your teeth and tongue. Consider posting Zero to Three’s Guided Reflective Practice Checklist in classrooms, break rooms, and offices. Encourage staff members to set aside time for reflection each day. It may be helpful if administrators step into the classroom to allow each staff member a few minutes for reflective practice. Leaders and administrators should also set aside time for their own reflections each day. Reflective Supervision Reflective supervision provides consistent, ongoing support to increase the reflective capacity of early childhood educators through a collaborative and trusting relationship with a leader/administrator. Practicing reflective supervision with early childhood educators can reduce stress and provide opportunities for leaders and administrators to gain insight into the challenges and stressors their staff members face, and find moments to recharge and remain (or download) calm. Research indicates that consistent reflective supervision can lead to positive changes in early childhood caregivers, including improved reflective functioning, increased job satisfaction, and reduced rates of burnout. When leaders provide a regular, collaborative, and trusting space for reflection with their staff members, their staff members are better equipped to offer reflective support to the children and families they engage with. Some tips for effective reflective supervision: 1. Maintain a consistent (ideally weekly) day and time for reflective supervision with each staff member. 2. Operate from a strengths-based approach Provide staff members with the respect and support that you want to see them provide to children and families. Consider staff members your partners in creating positive and trusting environments for children and families. Reflect on staff members’ input based on their own, unique expertise and experience. Reflect that staff members’ contributions are valuable and important. 3. Consider reflective questions, such as: Tell me more about…? How did it feel when…? What are you noticing about…? What do you think the child was trying to communicate? What are your strengths in this situation? What are you finding the most challenging right now? What would you like to learn or develop next? How might your own experiences be influencing your reaction? How can I best support you in this? 4. Make time for your own reflection: What are your strengths in the supervisory relationship? What are you finding most challenging about reflective supervision? What common stressors are coming up in reflective supervision and how can you best start to address them? Early childhood leaders and administrators can act as co-regulation partners for their staff members by taking the time to weave practices such as mindfulness and reflective supervision into the daily fabric of their learning environments. This has the potential to create a beautiful trickle-down effect. By helping staff members co-regulate, staff members enhance their own self-regulation skills. As staff members enhance their own self-regulation skills, they become a more consistent and stable co-regulation partner for the children and families they serve.
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