Head Start ECLKC: Multi-cultural Principles for Early Childhood Leaders
Head Start ECLKC: Multi-cultural Principles for Early Childhood Leaders
The 2023 edition of Multicultural Principles for Early Childhood Leaders builds on growing research about how race, ethnicity, ability, gender, and socio-economic status influence young children’s learning. These influences can impact the practices, policies, and systems of early learning programs and the parent-child relationship.
In the 15 years since the last publication, research literature in child development, equity, and inclusion has grown significantly. This edition builds on the time-tested strength of the original principles, updating the language and organizational structure to support and use the principles in daily practice.
An equity-focused mindset and culturally sustaining practices are integrated throughout the Multicultural Principles. An equity-focused mindset includes both an awareness of the historical and current injustices, discrimination, and barriers faced by disproportionately marginalized communities. It also requires a commitment to respond in ways that disrupt these inequities.
Find out about the three action categories: Explore, Nurture, and Grow. These three actions describe what Head Start leaders and staff can do to ensure program services embrace and use the principles in everyday practice. The actions encourage:
- Learning from and about one another
- Building understanding and appreciation of the culture, traditions, and values of others
- Supporting inclusive and equitable practice
Updated Joint Policy Statement on the Inclusion of Children With Disabilities in Early Childhood Programs
The U.S. Department of Education and U.S. Department of Health and Human Services released an updated joint-policy statement on supporting the inclusion of children with disabilities in early childhood programs. The joint statement sets the expectation that inclusion continues as a child transitions into elementary school, emphasizes the need to increase public awareness and understanding of the science that supports inclusion of children with disabilities in early childhood programs, and reinforces the legal foundations that support inclusion.
The HHS-ED Policy Statement on the Inclusion of Children with Disabilities in Early Childhood Programs updated November 2023 includes a renewed commitment and urgency, as children with disabilities continue to face barriers accessing and fully participating in inclusive early childhood programs.
Purpose
All young children with disabilities[1] should have access to high-quality inclusive early childhood programs[2] that provide individualized and appropriate support so they can fully participate alongside their peers without disabilities, meet high expectations, and achieve their full potential. The responsibility to ensure that young children with disabilities and their families are included in high-quality early childhood programs is shared by federal, State, and local governments, early childhood systems, early childhood programs and providers, local educational agencies (LEAs), and schools.
This policy statement from the U.S. Departments of Education (ED) and Health and Human Services (HHS) (the Departments) builds upon our earlier 2015 policy statement with renewed commitment and urgency as children with disabilities continue to face significant barriers accessing and participating in inclusive early childhood programs. This updated joint ED and HHS policy statement for States,[3] LEAs, schools, early intervention (EIS) providers, and early childhood programs advances the Departments’ position by:
- Reiterating the expectation for inclusion[4] in high-quality early childhood programs;
- Setting the expectation that inclusion continues as children transition into elementary school;
- Continuing to increase public awareness and understanding of the latest science that supports inclusion of children with disabilities in early childhood programs from the earliest ages;
- Reinforcing the legal foundations supporting inclusion in early childhood;
- Reiterating and updating recommendations for State and local agencies that implement Individuals with Disabilities Education Act (IDEA) programs, Head Start, child care, home visiting, preschools, and public schools for increasing inclusive early learning opportunities for all children;
- Updating models and exemplars of inclusion; and
- Identifying and sharing resources for States, LEAs, EIS providers, early childhood programs, schools, early childhood personnel,[5] and families to support high-quality individualized programming and inclusion of children with disabilities in early childhood programs.
Making Sound LRE Decisions in Preschool
The IEP process includes requirements and actions that ensure IEP teams have the information needed to discuss and consider access to and participation in high-quality inclusive settings for every young child with a disability during IEP placement discussions. This document lists important actions in the IEP development process along with guiding principles and practices that should inform placement decisions for young children with disabilities.
Included in this document are Guiding Questions for Discussing Services in the LRE to make sound placement decisions for each young child with a disability. To aid in planning for inclusion within the district as well as with other state and community partners to ensure placements are available throughout the year for each child Personnel Development Tools are provided that align to the Actions within an Effective IEP Process. The tools help to create a common vision for inclusion.
Creating Equitable Learning Environments for Young Children of Color (PDF)
The California Department of Education Early Education Division (EED) has released a new online publication titled Creating Equitable Early Learning Environments for Young Boys of Color. This free publication was written primarily for child care and early education providers and program and school leaders.
“Early childhood educators are uniquely positioned to influence positive change for Boys of Color. This book provides teachers and program leaders with a helpful roadmap for improving racial equity through strengthening racial awareness, addressing implicit bias, and creating culturally responsive environments that are safe, affirming, and engaging for Boys of Color and their families.” — Tony Thurmond, State Superintendent of Public Instruction
Promoting Neurodiversity in Early Childhood Services (PDF)
This pamphlet is intended for early childhood care providers who want to learn more about how to promote neurodiversity in early childhood. This could include early interventionists, developmental specialists, speech and language pathologists, occupational therapists, behavior analysts, preschool teachers, and anyone else who provides services to young autistic children and children with developmental disabilities.
Position Statement of Multi-Tiered Systems of Support Framework in Early Childhood
This position statement replaces the 2013 Frameworks for Response to Intervention in Early Childhood: Description and Implications.
The purpose of the revised statement is to define an early childhood multitiered system of support (MTSS) framework and to promote a broader understanding and discussion of the implications for young children, their families, and those who serve them.
The guidelines provided in this position statement are useful to programs seeking to implement the broad principles and elements of an MTSS framework. Specifically, programs can ensure that young children are being universally screened, authentically assessed, and differentially supported in ways that are developmentally appropriate and address their unique needs across both curricular and developmental outcomes.
The Powerful Role of Play in Early Education (PDF)
This publication, part of the Best Practices for Planning Curriculum for Young Children series, discusses the critical role of play for children, particularly in early childhood. Play is an important context in which children learn, experiment with new ideas, and make sense of the world around them.
Resource Guide for Developing Integrated Strategies to Support Social and Emotional Wellness in Children (During the COVID-19 Pandemic)
The COVID-19 pandemic has swiftly and substantially affected the social and emotional health of children, especially those experiencing multiple hardships. As the pandemic has spread across the United States, many children are experiencing widespread disruptions in daily life. Young children are reacting to stress as their parent and caregiver routines change. Children may have strong feelings of fear, worry, sadness, and anger about the pandemic and related issues that impact behavior at home and in child care.
To address these issues, the Office of Child Care (OCC) has a new initiative to further integrate social and emotional support strategies in child care’s mixed delivery system. A Resource Guide for Developing Integrated Strategies to Support the Social and Emotional Wellness of Children highlights promising strategies and provides information about how some CCDF grantees have already leveraged partnerships and funding to support implementation success.
Responsive Early Education for Young Children and Families Experiencing Homelessness (PDF)
This California Department of Education publication provides essential factual information and resources about the extent of early childhood homelessness in addition to concrete research-based strategies teachers can implement that benefit all of the children in their care and are essential for young children and their families impacted by homelessness. This book is made more powerful and useful with the inclusion of many authentic vignettes created from interviews with children and families experiencing homelessness across California in addition to the diverse professionals who serve them. These stories remind us of the urgency and shared responsibility we have to ensure that all children have opportunities to participate in early learning environments that promote their well-being, optimal development, and educational success.
A Letter from the California Department of Education: Access to Inclusive Early Learning and Care Programs for Students with Disabilities
Published: Mar 2019
This letter from the California Department of Education reaffirms expectations for access to inclusive early learning and care programs for students with disabilities in California. As California continues to pursue a system of education that adequately addresses the needs of each and every student in the least restrictive environment (LRE), providing access to inclusive early learning opportunities for students with disabilities is fundamental.