Affiliation:
1. University of Nevada, Las Vegas, USA
2. New Mexico State University, USA
Abstract
Early childhood (EC) education is integral to the overall well-being of all young children. However, many children (e.g., Black and those with disabilities) experience an ECE system that is not equitable. In this chapter, presented are 1) the inherent flaws in ECE policies, 2) program inequities, 3) the potential benefits of equitable ECE policies and programs for Black children, and 4) recommendations for ECE stakeholders (i.e., educators, Black families, and policymakers) for addressing inequitable ECE as they contemplate a reconceptualization of ECE policies and educational programs for young Black children with and without disabilities.