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This article provides a conceptualization for including African and African American history, in early childhood classrooms. An example of a kindergarten teacher's efforts to counter negative depictions and frequently omitted information in her classroom is shored. While many early childhood educators avoid discussions of history because the content is considered to be too abstract, this article suggests that the children's backgrounds, the context, and teaching strategies used affect children's understanding of the information. [ABSTRACT FROM AUTHOR]

Reports on the results of surveys which focused on the roles that mentor teachers play in the University of South Carolina Professional Development School (PDS) Network. School sites and the PDS network; Research questions; Data collection method; Conclusion.