Equity-focused practices are built on positive and nurturing relationships and interactions that are culturally and linguistically responsive and sustaining, bias conscious, and affirm all aspects of children’s identities (e.g., race, ethnicity, culture, language, ability, gender and gender expression, socioeconomic status, etc.). Equity-focused practices:
- Center children and families’ various identities and ways of knowing in manners that are authentic to their lived experiences to support development and learning
- Foster positive and fair learning environments where children’s joy, strengths, and identities are validated
- Result in actions that promote high-quality equitable learning environments to ensure all children and families reach their fullest potential
Early learning leaders, education staff, and coaches build their awareness and understanding of the impacts of historical and contemporary marginalization of individuals. This includes children who are Black, Latino, Indigenous, Asian, all children and families of color, children with disabilities and their families, children whose parents are LGBTQIA2S+, children experiencing poverty, and others who have been historically or contemporarily marginalized in society. Leaders, staff, and coaches consider how their own beliefs and practices work to disrupt bias to encourage a joy for learning.
Equity Indicators
Children and families whose identities have been historically and contemporarily marginalized bring a wealth of knowledge, skills, and strengths rooted in cultural ways of knowing and being that should be centered during their learning experiences. Yet, research shows these children are more likely to experience early learning environments that view their strengths as deficits and deny them access to the high-quality programming needed to have strong academic and developmental outcomes[8]. To achieve these outcomes, children and families’ cultural ways of knowing and being must be incorporated in the learning environment in authentic ways to support their development. This includes valuing and embedding children and families’ authentic linguistic practices in their learning environments.
All children and families have their own linguistic practices, including the use of two or more languages, different modalities, and varieties of English[3]. All are valid and appropriate forms of communication that can be centered as assets vital to creating a sense of belonging for children and families[4],[5],[6]. Fostering learning environments and engaging in interactions that support these different ways of communicating, without assuming that one language or variety is superior to others, promotes linguistic equity[6]. Intentionally addressing equity in a coordinated, comprehensive way, while centering and validating children’s strengths, joy, and identities, is key to creating equitable high-quality learning environments where all children can thrive.
| Indicators | Examples | HSPPS | MCPs |
|---|---|---|---|
Education staff understand the historical and contemporary ways that racism, classism, sexism, ableism, homophobia, xenophobia, and other systems of oppression have marginalized specific groups of people and communities to create barrier and inequities not only in education but in other systems such as health care and housing. Early learning leaders and staff constantly reflect on how their own lived experiences shape their biases, attitudes, and assumptions, and strive to unlearn and relearn as they understand new concepts and information. Early learning leaders, education staff, and coaches enter their work, professional development, and interactions with cultural humility. They examine and are aware of ways their own identities, values, and beliefs impact their relationships with children and families. They understand there are different ways of experiencing and seeing the world. Staff also co-learn with diverse individuals who are community insiders to the identities (e.g., race, culture, language, ability, etc.) and experiences that are different from their own. Education staff create learning environments that are explicitly anti-bias and anti-racist in instruction, material selection, interactions, family engagement, and assessments. Staff also design learning environments that create belonging by validating and honoring children and families’ culture and identities. Education staff promote linguistic equity by fostering children and families' use of their own home languages, Indigenous languages, English dialects, and signed language. All materials, including environmental print, books, and toys, depict individuals in a variety of ways, including non-stereotypical ways that are authentic to the community. There is ample representation of various identities, including race and ethnicity, culture, language, ability, genders, sexual orientation, etc. These materials serve as both mirrors into oneself and windows to learn about other people. Education staff identify existing inequities and practices by disaggregating data by race and ethnicity, home languages, ability, etc. Education staff advocate for policies and practices to ensure equitable access to early childhood programs, high-quality nurturing and joyful experiences, and positive outcomes that are not based on children and families’ demographic characteristics (e.g., race, language, gender, disability, socioeconomic status, geographic region, etc.). | A home visitor acknowledges they are likely to have a bias toward spoken language rather than sign language because they do not have as much experience with different communication modalities. A program engages the voices of families to inform the decision about a new curriculum. A program disaggregates child outcome data by race, ethnicity, gender, and language to identify potential disparities. Program staff and families review the data together to identify solutions to address inequities to strategically plan about what can be done to address these inequities to support children’s development and learning. A teacher acknowledges that in their classroom, there are no dolls with disabilities. They talk with their supervisor about ordering dolls to expand representation. A teacher or family child care (FCC) provider integrates children and families’ cultures and identities when selecting materials and engaging in learning activities. A home visitor asks families to share songs in their home language to encourage the child’s bilingual development. A teacher working with a Black child who speaks African American English does not correct the child when they speak using their dialect or comment that the child should speak "proper” English. When an FCC provider picks a book about disability, they make sure the book depicts people with disability who are joyful and not trying to “fix” their disability to fit in. | Family engagement, 45 CFR §1302.50(b)(1–2) Training and professional development, 45 CFR §1302.92(b)(5) | 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. Quality programming reflects the diverse cultures within the community. Culturally sustaining programming is shaped primarily by the communities, staff, and families of each Head Start program. 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. Impactful curriculum is inclusive. Addressing cultural relevance in making curriculum choices and adaptations is a necessary, developmentally appropriate practice. Culture is an asset. Each person’s racial, linguistic, and cultural identity is a strength to be developed and sustained while they acquire the skills they need to function in our diverse society. Dual language instruction supports young learners. Effective programs promote the continued development of languages spoken in the home, while facilitating the acquisition of English. Staff diversity matters. Culturally sustaining programs recruit, hire, and support staff in all areas who reflect and affirm the cultural diversity of their community and families. Exposure to different cultures promotes understanding. Multicultural programming helps children to respect and value individual and intersecting cultural differences. Equitable programs embrace reflection and change. Culturally sustaining programming challenges systemic, community, program, and personal biases and teaches skills to foster belonging. Inclusive systems help adults and children thrive. Including culturally sustaining programming and practices into all systems and services promotes well-being for everyone. |
Resources
- Anti-bias Teaching and Learning Environments in Head Start and Early Head Start Programs Discover strategies to promote anti-bias practices through supportive interactions and activities with children.
- 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.
- Our Role in Equity In this podcast, the presenter offers strategies that program leaders and staff can implement to increase opportunities for equity within their programs.
- Pyramid Model Equity Coaching Guide Use the reflection tool included in this guide to examine the implementation of Pyramid Model practices through the lens of culturally responsive practices and identification of implicit bias.
- Healthy Gender Development and Young Children This guide offers practical guidance on how to validate and promote healthy gender identity and development of young children.
- Supporting the School Readiness and Success of Young African American Boys These resources provide an opportunity for reflection and strategies for early learning leaders and staff to cultivate environments that support Black boys' joy, development, and learning.
- American Indian and Alaska Native Head Start Family and Child Experiences Survey (AIAN FACES) The AIAN FACES study provides a national picture of Head Start children and families in Region XI and the characteristics of the programs and staff who serve them.
- Migrant and Seasonal Head Start (MSHS) Study 2015-2020 This study focuses on the unique characteristics of MSHS programs and the children and families they serve.
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Resource Type: Article
National Centers: Early Childhood Development, Teaching and Learning
Last Updated: May 13, 2024