强奸视频

If 鈥渁ll early childhood educators have a professional obligation to advance equity鈥� (强奸视频 2019), then how do they fulfill this obligation? What does equitable teaching and learning look and sound like? And how do we recognize the equity leaders we work with?

Publishing the听强奸视频 position statement on advancing equity听in 2019 was a watershed moment: it put into words鈥攁nd 鈥渙n the record鈥濃�攖he pressing need and responsibility to promote equity in and through early childhood education. Backed by current research, it is inextricably tied to 强奸视频鈥檚 core values and other central position statements. But efforts cannot stop there.

Alongside other equity initiatives, 强奸视频 put the power of our publications to work to spur knowledge, reflection, and actions to answer key questions about equity in practice. The book听, publishing this month, is a compilation of work edited and written by more than 40 leaders in the field. This important resource provokes readers to reflect on themselves and the profession and to consider responsive pedagogical practices in moving the field forward.

The content of this book was the inspiration for听Young Children鈥檚 summer issue. In our first digital-only issue, we have included chapters from the听Advancing Equity听book to showcase critical concepts, historical and current trends and obstacles, and recommendations for equitable practices. With听Young Children听readers in mind, we chose chapters that provided opportunities for us to expand on specific topics through additional content found only in this issue. These听Young Children-only听features include recommended children鈥檚 books and professional resources about race and anti-bias education, a profile of an administrator and staff deeply involved in equity work, a sample guide for facilitating staff discussions about anti-bias education, and a glossary of key terms to support these readings.

Beginning this cluster, the eminent Barbara T. Bowman sets the stage with her piece, 鈥淲hy History? Educating the Early Childhood Workforce for Equity.鈥� Her article emphasizes respecting the perspectives and experiences of the Black community while also providing opportunities for change. Felicia L. DeHaney, Carla Thompson Payton, and Alandra Washington follow with a detailed description of efforts, past and present, to eradicate racial and ethnic biases in 鈥淨uality Includes Removing Bias from Early Childhood Education Environments.鈥�

Building on the notion of countering biases, John Nimmo, Debbie LeeKeenan, and Louise Derman-Sparks offer a framework and intentional strategies for 鈥淏eing an Equity Leader.鈥� They include descriptions of how to engage teachers and staff in conversations and actions that lead to sustained change and that enact a social justice mission.

Examining instructional practices more closely, Brian L. Wright reminds us to consider, 鈥淲hat About the Children? Teachers Cultivating and Nurturing the Voice and Agency of Young Children.鈥� Through two equity-focused activities, early childhood educators can bolster children鈥檚 voices and agency in the classroom. Likewise, Isauro M. Escamilla writes from his experiences as a teacher researcher about 鈥淟earning Stories: Observation, Reflection, and Narrative in Early Childhood Education.鈥� Learning Stories serve as a means to recognize and showcase children鈥檚 cultural and linguistic identities while simultaneously documenting learning and growth with children and families.

With a look toward the future, Jennifer Keys Adair and Shubhi Sachdeva outline 鈥淎gency and Power in Young Children鈥檚 Lives: Five Ways to Advocate for Social Justice as an Early Childhood Educator.鈥� In addition to sharing school-based examples, they specify how to carry out social justice work. This includes rejecting deficit talk and centering children鈥檚 and communities鈥� knowledge and ways of being within early childhood education. Finally, in a Viewpoint piece, Rosemarie Allen, Dorothy L. Shapland, Jen Neitzel, and Iheoma U. Iruka differentiate approaches鈥攂oth successful and unsuccessful, intentional and unintentional鈥攖o teach about race, bias, and equity. They encourage readers to identify racism when they see it in classrooms and organizations and to dedicate themselves to becoming anti-racist in these settings.

Leading in equity is neither easy nor straightforward, but it is something each of us can be part of in our own way and through continuous focus and energy. We offer this issue and the simultaneously published听Advancing Equity听book to prompt and assist your own reflections and efforts to advance equity for each child and family and for the field.