Nurturing, responsive, and effective interactions and engaging environments are the foundation for all learning in early childhood settings. Children and families benefit when those interactions and environments are culturally and linguistically responsive and bias conscious.
High-quality early learning group settings include:
- A well-organized and managed learning environment
- Social and emotional support
- Intentional teaching practices, interactions, and materials that stimulate children's thinking, development, and skills
- Anti-bias interactions and environments
In home-based programs, interactions between the home visitor and parent that are nurturing, responsive, and intentional support the parents’ role as their child’s first and most important teacher. Home visitors also assist parents in using use their home and community as the learning environment.
Equity Indicators
Beginning in infancy, children develop cultural identities through close relationships, which act as the foundation for all other learning. Environments and staff who are responsive to the child’s identity create a climate of respect for each child’s culture and language. Interactions that intentionally or unintentionally communicate negative beliefs about a child and family’s culture, ethnicity, language, gender, or family structure can have a negative impact on adult-child relationships, child’s identity, and self-efficacy.
| Indicators | Examples | HSPPS | MCPs |
|---|---|---|---|
Environments, including all written and verbal language, are free from racial, linguistic, and gender biases and microaggressions. Materials in the environment are accessible to children with disabilities. Policies and practices respect family cultural and individual parenting preferences (e.g., feeding practices, toileting). Adult-child interactions, planned and spontaneous learning experiences and activities, and materials communicate to Black, Latino, Indigenous, other children of color, and children with disabilities that their identities are sources of brilliance and joy. Programs incorporate families’ knowledge and expertise into children’s learning experiences. Adult-child interactions, learning experiences, and the environment affirm children’s home language, language style, and expression of culture. | Staff seek to understand the impact of their own culture on their beliefs and interactions with children and families. Staff learn the history and cultural and linguistic strengths of each community represented in their program, including communities that have been historically marginalized. There is a written policy to routinely check materials (e.g., books, toys) for cultural bias and accessibility. Staff seek knowledge directly from parents and other family members about their goal, values, and cultural preferences for the care of their child. Education staff embrace a “fresh start” mentality for their children and themselves. Each child is given the opportunity to start each day without previous behaviors being brought up. Education staff demonstrate a fresh start through warm greetings, creating intentional personal connections with each child and family through positive notes home, and using encouraging statements. | Teaching and the learning environment, 45 CFR §1302.31 Education in home-based programs, 45 CFR §1302.35(a–e) Tribal language preservation and revitalization, 45 CFR §1302.36 | We are all shaped by culture. Each of us is rooted in culture that is unique, evolving, and influenced by many factors including our family, community, and history. Equitable programs embrace reflection and change. Culturally sustaining programming challenges systemic, community, program, and personal biases and teaches skills to foster belonging. Child and family-specific cultural knowledge is essential. A first step to culturally sustaining programming is for educators to learn about the cultures of each family enrolled in the program and confront stereotypes. |
Resources
- Resources and Strategies to Promote Anti-bias Teaching and Home Visiting Practices This webinar explores implicit bias in teaching and home visiting practices. Find out about resources to use in coaching work to promote anti-bias teaching and home visiting practices and ways to ensure equitable early learning for all young children.
- Talking to Children About Race This podcast promotes anti-bias learning environments and provides concrete strategies on how to talk about race with toddlers and preschoolers.
- Talking to Children About Differences and Similarities Home visitors can learn about how adults can facilitate children’s observations of the world and promote anti-bias learning environments.
- Supporting the School Readiness and Success of Young African American Boys This project provides an opportunity for reflection and strategies for education staff to cultivate environments that support Black boys' joy, development, and learning.
- Healthy Gender Development and Young ChildrenThis guide offers practical guidance on how to validate and promote healthy gender identity and development of young children.
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Resource Type: Article
National Centers: Early Childhood Development, Teaching and Learning
Last Updated: June 13, 2024