Black History is American History – not just in February!

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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A Leadership Coaching Model for Impact: Building on Decades of Evidence and Experience at the McCormick Institute for Early Childhood

By Natalia Ambrozek, Wendy Connell, Lisa Downey, Robyn Kelton, Leslie Layman, Erin Cetera • July 23, 2026
Natalia Ambrozek, B.S. , is a Leadership Coach and Training Specialist at the McCormick Institute for Early Childhood at National Louis University. Natalia earned a bachelor’s degree in Early Childhood Education with a concentration in French at DePaul University and has since completed her ESL endorsement. She has served in the McCormick Institute as an Assessor and Quality Assessment Coordinator prior to her role as a Leadership Coach. Previously, Natalia taught for over 10 years in Head Start and Early Head Start classrooms in Chicago and has experience as an Assistant Director. Natalia is also part of the Illinois Southland chapter of NAEYC and an alumnus of the Maria Whelan Leadership Institute. Wendy Connell, M.Ed. , is the Manager of Early Childhood Leadership Coaching at the McCormick Institute for Early Childhood. Wendy has been with the organization since 2017, serving as the IDHS Report and Certification Specialist, then Leadership Coach for the Smart Start Quality Support program. She is also an adjunct professor in ECE at Waubonsee Community College. Throughout her career, Wendy has been a director of early childhood programs, an elementary school teacher, educator, volunteer coordinator, supervisor, and family child care provider. Dr. Lisa Downey is the Executive Director of the McCormick Institute for Early Childhood at National Louis University (NLU), where she oversees all programming and operations. She leads a team of 75 staff dedicated to advancing the Early Childhood Education and Care (ECEC) profession through leadership, applied research, community and policy engagement, and innovative professional preparation. With over 35 years of experience in the field, Dr. Downey’s career includes roles as a toddler classroom teacher, child care center director, Child Care Resource and Referral (CCR&R) resource developer, training coordinator, and Director of Provider Services at Illinois Action for Children, where she managed CCR&R professional development for the Chicago area. She has been a faculty member at NLU for more than 15 years. Today, Dr. Downey focuses on addressing the complex challenges facing the ECEC workforce, creating scalable solutions that support the profession and ensure children, families, and communities thrive now and in the future. Robyn Kelton, M.A. , is the Director of Data and Evaluation for the McCormick Institute for Early Childhood at National Louis University (NLU). In this role, Robyn oversees the McCormick Institute’s research interests regarding evaluation and quality support tools, including Program Administration Scale (PAS) and Business Administration Scale for Family Child Care (BAS), the Early Childhood Work Environment Survey (ECWES), and the Administrator Role Perception Survey (ARPS). Robyn also oversees research related to the evaluation needs of the professional learning initiatives at the Institute as well as the relationship between evaluation tools and program quality, workforce retention, and leadership development. Other research interests include cognitive and developmental psychology, memory development, and learning. Robyn holds a Baccalaureate degree in psychology from the University of Kansas (KU) and a Masters of Arts degree in psychology with an advanced certificate of study in organizational psychology from NLU. Robyn is currently a doctoral candidate in the brain, behavior, and quantitative science Ph.D. psychology program at KU. Prior to joining the McCormick Institute in 2006, Robyn worked as lead teacher in a kindergarten classroom for an after-school program and lead teacher of a 4-5 year old classroom at a child care center. Leslie Layman, M.S. , is the Senior Director of Professional Learning and Innovation at the McCormick Institute for Early Childhood at National Louis University. In this role, she supports professional learning, including training, academies, coaching, and learning design. Prior to joining McCormick, Leslie was the Director of Early Childhood Education Strategic Initiatives at National Louis University, Director-Teaching and Learning Programs at Harry S. Truman College, and had many years of experience in early intervention, home visiting, and supporting children with developmental delays and their families. She holds Baccalaureate degrees in Psychology and Italian from University of Wisconsin, and a Master of Science in Child Development with a specialization in children with special needs from Erikson Institute. Erin Cetera, M.S. , serves as Senior Director of Quality Assessment at the McCormick Institute for Early Childhood at National Louis University (NLU), where she leads a team of nearly 40 professionals who conduct program assessments and deliver quality improvement training throughout Illinois. With more than four decades of experience in early childhood education, Erin has held a wide range of leadership and instructional roles, including preschool teacher, child care center administrator, college demonstration center director, and adjunct faculty member, teaching early childhood education courses for over 20 years. She joined NLU in 2018 as an Assessor and Training Specialist and has since advanced to her current leadership role. Today, Erin is dedicated to highlighting the steady improvements taking place in early childhood programs across Illinois. Guided by a deep commitment to young children, their families, and the professionals who support them, she champions efforts to create high-quality learning environments that foster positive outcomes for all. Let me know if you need anything else.
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