This article considers some specific areas of children’s learning commonly addressed in ELDS, with an eye toward how they do—and do not—honor cultural diversity.
Authored by
Authored by:
Jeanne L. Reid, Catherine Scott-Little, Sharon Lynn Kagan
As teachers, we need to begin by reflecting on our own spiritual experiences, biases, knowledge bases, and identities. Regardless of our beliefs, we should consider how these views could impact daily interactions.
Eliot-Pearson is defined by its diversity. Children, staff, and families are seen as sharing an inclusive community with an emphasis on actively and continually assuring that all members of the community fully participate.
NAEYC promotes high-quality early learning for all children, birth through age 8, by connecting practice, policy, and research. We advance a diverse early childhood profession and support all who care for, educate, and work on behalf of young children.
This article is an excerpt of the second edition of Anti-Bias Education for Young Children and Ourselves, by Louise Derman-Sparks and Julie Olsen Edwards.
On the most challenging days, begin your self-reflection with Derman-Sparks’ and Edwards’ wise words: “Anti-bias work is essentially optimistic work about the future for our children.”
Early childhood educators, early learning settings, higher education and professional development systems, and public policy all have important roles in forging a new path for the future.
The recommendations are based on a set of principles that synthesize current early childhood education research through the lenses of equity and NAEYC’s core values.
NAEYC promotes high-quality early learning for all children, birth through age 8, by connecting practice, policy, and research. We advance a diverse early childhood profession and support all who care for, educate, and work on behalf of young children.
Work to change any policy that either directly or through unintended negative consequences undermines children’s physical and emotional well-being or weakens the bonds between children and their families.
This position statement is one of five foundational documents NAEYC has developed in collaboration with the early childhood profession. With its specific focus on advancing equity in early childhood education.
