All young children have the right to early learning opportunities in which they are positioned to participate as valued members of their families, early childhood programs, and communities. However, substantial inequities plaguing society directly impact access to equitable education for all children. Young children are navigating social worlds in which ableism and racism (and other intersecting oppressions) operate. Hateful rhetoric and outward displays of ableism and racism have increased in recent years (Crandall, Miller, & White, 2018; Paluck & Chwe, 2017; Southern Poverty Law Center, 2016). Ableism and racism also work in neutralized and invisible ways (Annamma, Connor, & Ferri, 2013), structuring implicitly biased interactions that pathologize young children based on ability and/or race. Whether explicit or implicit, bias can have real material, social-emotional, and psychological consequences in early childhood contexts—directly affecting the ways in which young children develop and learn. In this topical issue, we recognize a critical need to address both explicit and implicit bias in early learning contexts, and the ways ableism, racism, and other intersecting oppressions operate. Manuscript topics might include: anti-bias education and curriculum, addressing bias in early childhood personnel preparation, examining biased interpretations of young children’s behavior, addressing systematic exclusion of young children from early care and education programs, or bias in family-professional communication. We welcome the submission of manuscripts that include theoretically-grounded descriptions of empirical research, reviews and syntheses of the literature, discussions of pertinent policies and programs, and conceptual perspectives. We also are particularly interested in supporting authors who are under-represented in academic publishing. Please email Erin E. Barton (Editor) at erin.e.[email protected]edu or the Guest Editors for this topical issue, Sheresa Blanchard ([email protected]edu), Tran Templeton (Tran.[email protected]edu), Maggie Beneke ([email protected]edu), and Megan Vinh (megan.[email protected]edu), with any questions.

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未来话题

所有幼儿均有权享有早期学习机会，使他们有资格作为家庭，幼儿计划和社区的重要成员参加。但是，困扰社会的严重不平等现象直接影响着所有儿童获得平等教育的机会。幼儿正在社会能力和种族主义（以及其他相交的压迫）活动所在的社会世界中航行。近年来，仇恨言论和对能力主义和种族主义的外向表现有所增加（Crandall，Miller和White，2018年; Paluck＆Chwe，2017年;南方贫困法律中心，2016年）。Ableism和种族主义也以中立和无形的方式发挥作用（Annamma，Connor和Ferri，2013），构建隐性偏见的互动，使基于能力和/或种族的幼儿病态化。无论是显式的还是隐式的，偏见在幼儿期可能会产生实际的物质，社会情感和心理后果，直接影响幼儿的成长和学习方式。在这个热门话题中，我们认识到解决早期学习环境中显性和隐性偏见以及能力主义，种族主义和其他相交压迫的运作方式的迫切需求。手稿主题可能包括：反偏见教育和课程设置，解决早教人员准备工作中的偏见，研究对幼儿行为的偏见，解决将幼儿系统地排除在幼儿保育和教育计划之外，或偏见于家庭专业沟通。我们欢迎您提交稿件，包括对实证研究的理论基础描述，文献评论和综合，有关政策和计划的讨论以及概念性观点。对于支持学术出版中代表性不足的作者，我们也特别感兴趣。请给Erin E. Barton（编辑）发送电子邮件至艾琳。e。[电子邮件保护] EDU或客座编辑这个热门的话题，Sheresa布兰查德（[电子邮件保护] EDU），陈邓普顿（陈德良。[电子邮件保护] EDU），玛吉贝内克（[电子邮件保护] EDU）和梅根·荣（megan。[电子邮件保护] edu），如有任何疑问。