Teaching Black Boys in Early Childhood Education: Promising Practices from Exemplar Teachers

The purpose of this study was to identify promising teaching and learning practices employed by educators with a proven record of success in serving Black boys. In particular, this research focused on educators who had success in the early childhood education context. Narratives were elicited from 48 teachers in California who were nominated by their principals for participation in this study. Five primary strategies were recurrent among educators with a demonstrated record of success in teaching Black boys. These strategies included: a) culturally relevant teaching; b) kinesthetic-based instruction; c) oral intelligencebased instruction; d) small group learning; and e) healthy competition. Implications for future research are extended.