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Top Takeaways is a series of recaps from important conversations, town halls, webinars and virtual events about early learning.

I attend 鈥檚 Show+Tell webinars because they introduce me to childhood development entrepreneurs I wouldn鈥檛 have heard about otherwise. The concise, compelling pitches at the events are aimed at funders, researchers and policy makers who can scale up visionary ideas鈥攂ut they鈥檙e valuable for anyone in the field.

Equity and Justice was the theme of the , which began with a spirited conversation between Iheoma Iruka () and Cemer茅 James () about the forthcoming National Agenda for Black Children: a strategy to achieve systemic change by protecting our children from racism and discrimination; promoting economic security, health and access to education; and preserving cultural heritage and identity.

Here are our takeaways.

1. Early learning is built upon relationships. 鈥淏ut what happens when those relationships are racially biased?鈥� asked Stephanie M. Curenton, director of the Center for the Ecology of Early Childhood Development (CEED) at Boston University. In too many of the settings where children are supposed to be nurtured, they are victims of overt and subtle bigotry. Curenton argued that traditional metrics fail to detect incidents of racism. A new measure called the is based on a culturally relevant, anti-bias framework geared toward different learning and communication styles.

Daisy Han of shared her experience as a 鈥渨ell-intentioned but ill-equipped鈥� Montessori teacher and explained her organization鈥檚 virtual, scalable model for building equity in education communities. Rahil Briggs of ZERO TO THREE discussed how promotes school readiness through pediatric visits and health care relationships.

2. Supporting education means supporting teachers. We can鈥檛 improve access to and quality of early education without adequate compensation and advancement opportunities for the workforce. Noting that early educators are poorer, less organized as a workforce and more likely to be women of color than teachers of older children, Lea Austin of the summarized data from the states on workforce qualifications, work environments and compensation.

Randi Wolfe of presented an innovative apprenticeship model and noted the importance of growing the workforce to keep pace with the expansion of universal preschool around the country.

3. Equitable teaching means focusing on assets. recognizes that math, a subject seemingly without racial bias, is a language, a way of thinking. In order to instill a love of math and learning, educators need to account for race, place, language and culture. , professor of applied psychology at NYU, has conducted extensive research into how dual language learners acquire math, and all too often she observes a deficit view鈥攁 focus on what students 诲辞苍鈥檛 know鈥攖hat perpetuates inequities. In her work with , she celebrates and promotes 鈥渇amily math,鈥� which comprises all the activities and conversation among parents, caregivers and young children in the home and during their daily activities.

4. If we fail dual language learners, we fail our nation. One-third of U.S. children under 5 are dual language learners, according to of the Straus Center for Young Children & Families at the Bank Street College of Education. She introduced viewers to Classroom Assessment of Supports for Emergent Bilingual Acquisition (CASEBA) and Self-Evaluation of Supports for Emergent Bilingual Acquisition (SESEBA): tools for learners and teachers, respectively. Dr. Teresa Granillo of stressed the importance of engaging parents in early education, while Pilar Torres of presented an innovative model for supporting Latina child care entrepreneurs.

5. Inclusion means all, not most. Erin Griffin of the American Indian College Fund demonstrated how strengthening care and learning systems in partnership with tribal colleges and universities advances inclusivity as well as job opportunities. In Washington, D.C., provides culturally appropriate psychotherapy and psychiatry for children and caregivers who have experienced domestic violence. Tara Villanueva emphasized the importance of therapists who look like the families they serve.

The Show+Tell program concluded with a dialogue between Walter Gilliam, professor of Child Psychiatry and Psychology at the Yale University Child Study Center; and Tena Sloan of , a nonprofit network of child care centers in California. The pair focused on inherent bias in disciplinary practices, noting the persistent , which makes interventions less accessible. Rather than kicking children out, Kidango brings mental health clinicians into its centers.

This story originally published on Early Learning Nation and is now archived on 蜜桃影视. Learn more here.