Multi-Racial Reform in Pre-School Teaching Instruction: Critical Analysis of “Implicit Racial Biases in Preschool Children and Adults From Asia and Africa” by N.M. Joseph at al (2016) Synopsis: The article by Qian et al (2016) defines the necessity of identifying the early development of racial biases that exist before the age of 6 in a study done on Chinese and African students in localized preschools. A study of Chinese and Cameroon children in Africa define the development of racial biases in preschool children, which reveals the necessity of educational reform regarding early childhood development in the classroom. In this manner, teachers can utilize the data generated by Qian et al (2016) to modify their teaching instructions to …show more content…
More so, the social features of early racial basis in preschool children are supported in the evaluation of preschool children in black urban neighborhoods: “A large proportion of parents reported that they and their friends and family had experienced racism” (Caughy et al , 2004). These peer-reviewed findings suggest that children in the 3-5 age group can learn racism in the classroom, but more importantly it suggests that children learn many of these racial biases in their neighborhoods and in the home. In this context, it is evident that teachers need to adjust their evaluation criterion for preschool children, which suggests that racial biases are occurring within the preschool classroom. Sadler (2007) provides evidence of the necessity of improving these requirements for teaching instruction as a multi-racial method of reform in this new perspective (p.3). Qian et al’s (2016) article provides the foundation for reforming the presumption that preschool children do not have racial biases at this early stage of childhood