Equity in early childhood education is largely inter-preted asaccess to high-quality early educationthat promotes similar outcomes across economic groups to level the playing field of education for young children across America. Yet equity cannot be considered with-out attention to the Eurocentric, middle-class norms upon which children鈥檚 success is measured. Furthermore, economic disparities cannot be understood in isolation from racism, linguistic bias, and other forms of institution-alized discrimination toward particular groups of people. We believe that equitable early childhood education is achieved when strength-based views of children are foun-dational, when local and family knowledge is revered, when children are assessed in authentic ways and in fair amounts, and when differences among children鈥檚 racial, ethnic, linguistic, religious, class, sexual orientation, family structure, physical/mental ability, etc. are recognized, understood, and leveraged. Additionally, we believe that equitable early childhood education is achieved when young children are taught to notice, name, and interrupt unfair practices around race, ethnicity, language, class, ability, sexual orientation, etc. We can achieve this goal by honoring young children鈥檚 voices in conversations around fairness, hope, and reconciliatory practices.
People also ask
How can we increase equity in early childhood education?
One of the keys to equity is removing barriers and increasing access to early childhood education resources that are crucial to mitigating early learning and development gaps. The challenges are many.
What is equity in education?
According to the group, equity is the core concept that should form the foundation of any policy discussions around PreK to grade three (P-3) education.
What is equequity and why does it matter?
Equity is vital to improving school readiness and creating a fair start for early learners, and only when all participants in the education experience embrace equity as a core value 鈥?and use it to shape policy and practice 鈥?will we see meaningful progress toward those goals.
Who is most affected by inequity in early childhood education?
Even though most countries have high gross enrollment rates, inequity in access to early childhood education mainly affects children from families in the lowest income quintile, children who live in rural areas, and particularly, those belonging to indigenous communities and children with some kind of disability.