Brings together a range of thought leaders in early childhood education to describe both how structural inequities embedded in US society have a negative impact on children's development and learning, and how educators can equip themselves to create effective and affirming environments, instructional activities, and assessments.

This book describes both how structural inequities deeply embedded in US society have a negative impact on children's development and learning and how educators who have a strong understanding of how children's development and learning takes place within a cultural context are equipped to create effective and affirming environments, instructional activities, and assessments. Research indicates that children benefit from highly qualified, reflective teachers who provide developmentally appropriate, culturally relevant, and linguistically responsive experiences and interactions. The book includes recommendations for ways the broader early childhood system, institutions of higher education, and policy can support early childhood educators in meeting their professional and ethical responsibilities to our most vulnerable populations. Also includes practical and concrete ways classroom teachers can address equity as they plan their lessons, select materials, and support children and families. The book expands on key points of NAEYC's Advancing Equity in Early Childhood Education position statement (2019) so that educators, policymakers, and other key stakeholders are knowledgeable, skilled, and equipped to transform the lives of children and their families.

This book confronts us with the inequities present in early childhood education. It compels us not to remain silent, compliant, or complicit, but rather to take anti-racist actions at every level-classroom, program, teacher preparation, and policy.