A Professional Responsibility to Advance Equity
In 2019 NAEYC released a groundbreaking position statement on advancing equity, which affirms that “all early childhood educators have a professional obligation to advance equity … and work to eliminate structural inequities that limit equitable learning opportunities” (NAEYC 2019, 1).
In addition, this position statement declares that “advancing equity requires a dedication to self-reflection, a willingness to respectfully listen to others’ perspectives without interruption or defensiveness, and a commitment to continuous learning to improve practice” (5). It calls on everyone involved in any aspect of early childhood education to take on the following actions, which are also foundational to using an ABE approach.
• Build awareness and understanding of your culture, personal beliefs, values,
and biases.
• Recognize the power and benefits of diversity and inclusivity.
• Take responsibility for biased actions, even if unintended, and actively work to repair the harm.
• Acknowledge and seek to understand structural inequities and their impact over time.
• View your commitment to cultural responsiveness as an ongoing process.
• Recognize that the professional knowledge base is changing…. Be willing to challenge the use of outdated or narrowly defined approaches—for example, in curriculum, assessment policies and practices, or early learning standards. (6)
The Profession’s Code of Ethics
As do all professional organizations, NAEYC has a Code of Ethical Conduct that describes the central ideals and principles of the early childhood education field. Many of these also support the vision and goals of ABE. Here are some specific examples (NAEYC 2016):
P-1.2—We shall care for and educate children in positive emotional and social
environments that are cognitively stimulating and that support each child’s culture, language, ethnicity, and family structure [emphasis added].
P-1.3—We shall not participate in practices that discriminate against children by denying benefits, giving special advantages, or excluding them from programs or activities on the basis of their sex, race, national origin, immigration status, preferred home language, religious beliefs, medical condition, disability, or the marital status/family structure, sexual orientation, or religious beliefs or other affiliations of their families.
I-4.3—[We shall] work through education, research, and advocacy toward an environmentally safe world in which all children receive health care, food, and shelter; are nurtured; and live free from violence in their home and their communities.
I-4.4—[We shall] work through education, research, and advocacy toward a society in which all young children have access to high-quality early care and education programs.
I-4.7—[We shall] support policies and laws that promote the well-being of children and families, and work to change those that impair their well-being. To participate in developing policies and laws that are needed, and to cooperate with families and other individuals and groups in these efforts. (9, 19)
Inequity Is Built into the System
Early childhood teachers welcome children and show respect for their families so children feel powerful, competent, and a sense of belonging. However, beyond individual teachers’ hopes, beliefs, and actions is a society that has built advantage and disadvantage into its institutions and systems. These dynamics of advantage and disadvantage are deeply rooted in history. They continue to shape the degree of access children have to education, health care, and security—the services necessary for children’s healthy development. These dynamics also greatly affect the early childhood education system, despite whatever values individual teachers may have.