ABSTRACT
This chapter examines the need for culturally responsive teaching in early childhood educational settings to promote equity and opportunity for young children. High-quality early childhood education must support young children’s socio-cultural development and awareness to create positive learning experiences and success. Schools and educators are sources of racial information for the students they serve. However, there is often resistance to addressing issues of race, ethnicity, and culture in education, and this is especially true in early childhood. Culturally responsive teaching is effective, high-quality instruction from a cultural perspective that connects children’s lived cultural experiences to content standards. One approach placing culture at the center of work with young children and families is the culturally responsive, anti-bias family engagement. Teachers’ own cultural and educational background can bias them against children and families who come from different backgrounds than their own. Teaching is a sociopolitical practice where the classroom can be a place of equity, justice, and opportunity.
