For teachers and caregivers working directly with children and families, it is important to use an anti-bias approach. This includes recognizing the uniqueness of children and families. The goal is not to be blind to differences between individuals, but to celebrate those differences. The goal is to make each and every child and family feel valued for what they contribute to the community of learners, regardless of the color of their skin, their sexual orientation, the disability with which they have been diagnosed, etc.
This work is based in the relationships caregivers establish with children and families. By getting to know the individuals with whom you work, you can begin to understand how culture and socio-economic status play a role in how they move through the world. From this understanding, you can begin to make decisions about which activities, supports, materials, and expectations are appropriate for individual children. You can also gain a better understanding of the resources that families may require to meet their needs.
It is also important to teach children to identify and fix biased thinking as it arises. For example, if a boy is overheard telling a girl that she is not allowed to play in the block area because she is a girl, the caregiver should be prepared to have a conversation with the children about the assumption they are making based on gender and help them unlearn those generalized ways of thinking about which activities are suitable for boys or girls.
NAEYC’s Position Statement on Advancing Equity on Early Childhood Education provides significant guidance on equitable learning opportunities for young children. The full position statement plus additional guidance can be found at https://www.naeyc.org/resources/position-statements/equity.
For the main article New NAEYC Position Statement on Equity in Early Childhood Education, CLICK HERE
For the article Recommendations for Everyone, CLICK HERE
For the article Recommendations for Early Childhood Educators; Working with Families and Engaging in Advocacy, CLICK HERE
For the article Recommendations for Administrators, CLICK HERE