During the early childhood years, children start to develop their self-identity, a sense of who they are based on their roles and relationships in their family, early care settings or school and their community.
Durante los años de la primera infancia, los niños empiezan a desarrollar su identidad, una percepción de quiénes son según sus roles y relaciones dentro de la familia, el programa de cuidado infantil o la escuela y su comunidad.
This is the first article in a two-part series that explores promoting children’s identity, agency, and voice regarding race through picture books. Included in this article are three exemplary books that early childhood educators can use to foster critica
Children need help making sense of what they are seeing and hearing. These conversations also offer us important teachable moments to engage young children in discussion about their identities, human diversity, fairness and unfairness, and the right of pe
Through inquiry, teachers and young children can create authentic, organic learning that informs their understanding of themselves, of others, and of the world they live in.
NAEYC continues to work towards advancing equity with humility and awareness of our history and limitations, and a recognition that no individual, leader or organization has all the answers.
This revised edition provides the latest research-based guidance for supporting children's social identities, including gender, race, culture, abilities and more!
For teachers, it is essential to see and understand your own culture in order to see and understand how the cultures of children and their families influence children’s behavior.
Recognizing the complexity of interactions between educators and families, this article provides a set of strategies for opening up conversations and offering support when children’s gender identity or expression do not conform to their families’ expectat
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
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.
We are pleased to launch Equity in Action, a blog series exploring the many ways early childhood educators and administrators, higher education faculty members, policymakers, advocates, and other ECE allies can bring this statement to life in practice.
