The Early Childhood Funders Collaborative and our philanthropic partners stand by the need for welcoming and inclusive early childhood programs for children of all races and family structures, including LGBTQ+ families.
We are deeply concerned about the state of Alabama’s recent decision to prohibit Pre-K educators from employing a revised version of the National Association for the Education of Young Children’s (NAEYC) Developmentally Appropriate Practices Guide, which encourages educators to create inclusive learning spaces and respond to the needs of all children and families. This decision repudiates decades of established guidance and research and undermines the hard work of educators across the state. The subsequent announcement to reduce educational resources that address bias and inequity in early childhood education settings is deeply disheartening. Not only does it remove almost all references to equity in the teaching and learning standards, but it also perpetuates an unjust system that too often fails children from marginalized backgrounds.
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Colloquially known as “DAP” among early educators, developmentally appropriate practice is shorthand for a suite of practices honed by expert educators and based on extensive science on brain development and child well-being. Developmentally appropriate practice means meeting every child at their level of knowledge and experience and building upon that knowledge to stimulate cognitive, social, and emotional development. This approach includes awareness and responsiveness to children’s home culture, language, racial identity, and family context. These practices are not ideological— they are based on a large body of research demonstrating that when children are engaged personally in their learning and when it connects to their home experiences, they succeed.
NAEYC’s Developmentally Appropriate Practices have been the foundational guidance for decades and have evolved as new research has emerged. As funders of early childhood programs and as early childhood experts, we consider equitable and inclusive programs a hallmark of educational quality. As parents, many of us have sought out programs using developmentally appropriate practices because they create the welcoming environment we want for our children and all children. Children enter early care and education programs at a tender and formative time, as it is often their first experience being nurtured outside of their families. As those of us who are parents know, this transition is a tender and vulnerable time for parents, too. At this age, children are learning how to get along with others in a group and take cues from their adult educators. This is why it is critical that early childhood programs demonstrate respect and care for all children, of any race or family background.
The science is clear that systemic racism affects young children, their families, and the early care and education system. At the same time, research shows that positive racial identity is an asset in children’s development and must be intentionally fostered, including in early care and education settings where studies show that teachers’ implicit bias has adverse effects on students.
At least one LGBTQ+ parent is raising at least 2 million children in the U.S. Research has shown that children of LGBTQ+ families fare better in schools with less stigma and more support. Children with LGBTQ+ families deserve to have their families recognized and affirmed in their early childhood programs. That is why teacher resources are essential, like the DAP guide used in Alabama. Early educators need to understand the context of children’s and families’ lives and their role in supporting positive child development – including positive racial identity and a sense of belonging for all children in the classroom.
We will redouble our efforts to support equitable services and programs for young children. We will actively engage and commit resources to leaders and early childhood programs that are advancing equity and inclusion, particularly those led by and serving Black children and children in LGBTQ+ families ask how they can best be supported, and then answer that call with actions like unrestricted grants and longer-term commitments. We will discuss the importance of early childhood equity and inclusion with national, state, and local officials.
As champions of early childhood development, we call upon all philanthropic leaders to take a bold stand against deviating from developmentally appropriate practices with children and stand with leaders, especially leaders of color, who are encouraging best practices to enable young children to grow up learning respect and being respected by the adults in their lives.
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We, the undersigned local, state, regional, and national funders and philanthropy organizations stand by this statement:
A.D. Henderson Foundation, Florida & Vermont (local, state)
Bainum Family Foundation, Maryland (local, state, national)
Birmingham Foundation, Pittsburgh, PA (local)
Brady Education Foundation, Chapel Hill, NC (national
Brindle Foundation, Santa Fe, NM (state)
Buffett Early Childhood Fund, Omaha, NE (national)
Children, Youth & Family Funders Roundtable (national)
ChildTrust Foundation, Raleigh, NC (local, state)
Community Foundation of Eastern Connecticut, New London, CT (local)
Couch Family Foundation, Hanover, NH (regional, state)
EC Funders Alliance of Southwestern Pennsylvania, Pittsburgh, PA (regional)
Foundation for Child Development, New York, NY (national)
Foundation for Health Equity, Philadelphia, PA (local)
Frances Hollis Brain Fund at the Maine Community Foundation, Portland, ME (state)
GMA Foundation, Boston, MA (national)
Grantmakers for Thriving Youth (national)
Grantmakers for Education (national)
Headwaters Foundation, Missoula, MT (regional)
Herman H. Fleishman Foundation, Houston, TX (state)
Imaginable Futures (national)
Irving Harris Foundation, Chicago, IL (state, national)
Liftoff Western New York, Webster, NY (regional)
New Hampshire Charitable Foundation, Portsmouth, NH (local, regional, state)
Ohio Children’s Foundation, Columbus, OH (national)
Perigee Fund, Seattle, WA (national, state)
Philadelphia Health Partnership, Philadelphia, PA (local)
Philanthropy Network Greater Philadelphia, PA (local)
Robert Wood Johnson Foundation, Princeton, NJ (national, local)
Samuel N. and Mary Castle Foundation, Honolulu, HI (state, national)
Silicon Valley Community Foundation, Mountain View, CA (local, state)
The Alabaster Fund, Traverse City, MI (national)
The Bingham Program, Warren, ME (state)
The Funders Network, Coral Gables, FL (national)
Trust for Learning, Washington, DC (national)
United Way of Tucson and Southern Arizona, Tucson, AZ (local)
Clement & Jessie V. Stone Foundation, Chicago, IL (national)
Washington Area Women’s Foundation, Washington, DC (regional)
West Central Initiative, Fergus Falls, MN (local)
William Caspar Graustein Memorial Fund, Hamden, CT (state)
William Penn Foundation, Philadelphia, PA (local, regional)
Women’s Fund of Rhode Island, Providence, RI (state)
Women’s Funding Network, San Francisco, CA (national)
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For questions about this statement or philanthropy sign on invitation, please contact Keami Harris, ECFC Chief Equity and Strategy Officer.
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Are you and individual or in a non-philanthropic organization interested in standing up for Developmentally Appropriate Practice in Early Childhood Education? Sign on to the National Association for the Education of Young Children’s Support Letter here.