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Position Statement
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Unlike previous editions, this revision purposefully does not use the term “best
practice.” Rather, quality practices informed by evidence, research, and professional
judgement are referred to as guidelines for early childhood educators’ professional
practice and are directly aligned to the Professional Standards and Competencies for
Early Childhood Educators. This reframing reflects the concern that, especially when
applied to specific practices, ‘best’ has often been used in the United States to reflect
the dominant culture’s assumptions. The dominant culture within the U.S. has
historically and generally speaking been that of white, middle-class, heterosexual,
Protestant people

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of northern European descent. Practices based on specific cultural assumptions

without sufficient consideration of the wide variation in individual, social, and
cultural contexts can create inherent bias. Educators who rely on the notion of a single
“best” practice often make assumptions based on their own experiences, which may
not have involved extensive experiences with a variety of populations. These
assumptions can be biased if they do not fully consider the specific abilities, interests,
experiences, and motivations of a particular child or their family’s culture,
preferences, values, and child-rearing practices when determining the most
appropriate practice for that child.

Part 1: Developmentally Appropriate Practice in Context

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Given how deeply embedded systemic and structural racial inequities and biases—as
well as those based on gender and gender identity, class, disability, and immigration
status—are in US society, high-quality early childhood education alone is not a
realistic solution to the problems they create. Indeed, many early childhood
educators—large numbers of whom earn poverty-level wages and are women of
color—daily confront these injustices in their own lives. Nevertheless, early childhood
educators play an essential role in addressing systemic biases and racism and
promoting equity and inclusion. As they make intentional

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teaching decisions, educators can reflect on the ways in which they themselves have
experienced privilege and/or oppression. They can reflect on how they have absorbed
messages of bias and consciously confront and strive to change them. They can
carefully consider how their intentional teaching decisions affirm and support each
child and family through a strengths-based approach. They can actively work to
counter the stereotypes and attitudes children absorb and construct from exposure to
societal biases. Joining with others, educators can also work to change the larger
systemic forces that perpetuate systems of White privilege.

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educator. White educators especially must guard against implicit biases that may lead
them to render the experiences and perspectives of children of color irrelevant and
limit those children’s opportunities to initiate and exercise autonomy in learning
experiences.

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We know that many children, particularly children of color, those living in

underresourced communities, and children with disabilities are not being served well
by the

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education system. We know the role that systemic racism plays in these inequities,
and the urgent need for consistent, effective anti-bias and culturally relevant teaching.
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Early childhood educators have always voiced a conviction that every child matters,
regardless of race, ethnicity, gender, culture, religion, or creed. Unfortunately, the
United States is built on systemic and structural racism that has permeated every
institution and system through policies and practices that position people of color in
oppressive, repressive, and menial positions. The early

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To many people, including this teacher, the phrase “you guys” is an easygoing way to
address a group of people. To others, it is a symbol of exclusion—a word originally
referring to males that now is frequently used to refer to people who don’t consider
themselves “guys.” This example highlights the importance of educators being aware
of, and countering, their own unconscious and larger societal biases that may
undermine a child’s positive development and well-being. Here, Ms. Joy responded in
a thoughtful way when her bias was pointed out, resulting in deeper learning both for
herself and the children.

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Early childhood programs also serve and welcome families that represent many
compositions. Children from all families (e.g., single parent, grandparent-led, foster,

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LGBTQIA+) need to hear and see messages that promote equality, dignity, and worth.
Providing support and encouragement for personal expression and nongendered
play—that is, honoring children’s ideas and choices with respect to gender roles and
play—also teaches children acceptance and communicates their value within the
classroom community. Gender-inclusive early childhood spaces allow children to
“easily move between roles or materials commonly regarded as male or female
without any gendered expectations or barriers” (Kroeger, Recker, & Gunn 2019, 83).
Teachers can remove stereotypical labels and play expectations, introduce role models
who have forged nontraditional paths, and actively monitor and counter biased
assumptions, comments, messages, and practices.
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There is no mincing words: To deny the economic, political, social, and cultural
structures, actions, and beliefs that have systemized an unequal distribution of
privilege, resources, safety, and power in favor of the White

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dominant culture is to reject the significance of contexts and confirm the view that
children of color, their families, and communities are dysfunctional, deviant, and in
need of “saving” and/or surveillance

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children. Unlike White children, children of color exist within a precarious position:
[They] must learn to manage multiple developmental tasks: both the ordinary tasks of
life course development, as well as tasks that involve managing sources of stress
rooted in particular forms of institutional stigmatization due to assumptions regarding
race, poverty, language variation, gender, and disability.

Glossary
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privilege: Unearned advantages that result from being a member of a socially

preferred or dominant social identity group. Because it is deeply embedded, privilege
is often invisible to those who experience it without ongoing self-reflection. Privilege
is the opposite of marginalization or oppression that results from racism and other
forms of bias.