8.1 Introduction and Guiding Principles for EDI
Lilly Briars and Rashidat Oni-Orisan
We live in a richly diverse world, where individuals bring unique ways of being and knowing shaped by race, ethnicity, culture, practices, gender, identity, beliefs, traditions, and socio-economic backgrounds (CECE, 2020). Our lived experiences influence who we are—both as individuals and as educators. In the Early Childhood Education and Care (ECEC) sector, high-quality care requires that every child and family is valued and included, as this is a fundamental human right (UNICEF Innocenti Research Centre, 2008).
To ensure inclusive and equitable learning environments, both pre-service and in-service educators must actively foster diversity, equity, and inclusion (CECE, 2020). This chapter aims to deepen the awareness and understanding of Equity, Diversity, and Inclusion (EDI).
CECE’s Expectations for Educators
According to the College of Early Childhood Educators (2020), diversity refers to the differences and unique qualities that each individual—whether educators, children, or families—brings to the Early Years (EY) setting. Culture is defined as the shared understandings, practices, values, beliefs, and traditions of a group of people. Diversity within EY settings can take many forms, both visible and invisible, as illustrated in the accompanying figure.
Image Description
A web of interconnected diversity factors. Circles labelled: Traumas, Race, Gender, Culture, Skin colour, Socio-Economic Status, Sexual Orientation, Language, Religion, Age, Values, Beliefs, Accent, Family Structure, Life Experiences, and Disability are linked by many multicoloured dashed lines, emphasizing that these identity factors overlap and influence one another.
CECE’s Expectations for Educators
Recognizing the Uniqueness and Diversity
Educators must:
- Acknowledge children’s diverse abilities, cultures, languages, and Indigenous identities
- Create inclusive environments and curriculum
- Build responsive relationships with children, families, and co-educators
Building Diverse Learning Environments Through Relationships
Educators should:
- Foster meaningful engagement from children, families, and co-educators
- Build culturally responsive relationships based on trust, respect, and integrity
Commitment to Continuous Learning
Educators are expected to:
- Continuously learn about the evolving diversity of children and families
- Respect and nurture children’s first/traditional languages and cultures
- Understand families’ unique rights and needs
Recognizing Own Biases
Educators must:
- Reflect critically on personal and professional biases
- Understand how these biases affect communication and decision-making
- Challenge assumptions to improve professional judgment and interactions
Communication and Professional Boundaries
Educators must:
- Communicate openly and respectfully
- Consider others’ values and perspectives in decision-making
- Maintain appropriate boundaries and ensure information gathered is relevant and respectful
(CECE, 2020).
Interactive Reflective Activity
Activity Description
Reflection Prompts
- Create a list of the diverse qualities and experiences that make you unique.
- Reflect on how these aspects of your identity set you apart from your colleagues, the children, and the families in your learning environment.
Record your reflections:
- How do the unique qualities you listed above help you align with the CECE’s expectations for EDI in your practice?
- Reflect on how both the visible and invisible aspects of your own diversity and culture shape your practice
