McCormick Institute for Early Childhood

BY Susan Marie Schulhof | November 9, 2020

This document may be printed, photocopied, and disseminated freely with attribution. All content is the property of the McCormick Center for Early Childhood Leadership.

“We envision innovative and responsive early childhood systems with extraordinary leaders who inspire the best start for every child.”


One of the many ways the work that we do at the McCormick Center for Early Childhood Leadership supports diversity, equity, and inclusion is in our early childhood education program assessments. As Assessor and Training Specialists, we observe the early childhood teachers in their interactions with the children, as well as examine the books, materials, and displays to assess the diversity found in the classroom. Although there are various ways to exhibit diversity, the five main ways they demonstrate this for children in their environment are with race, culture, age, abilities, and non-conforming gender roles. Teachers also have those age-appropriate conversations about stereotypes and prejudice, and they discuss ways that people are different and similar.


“Acceptance of diversity means that instead of viewing differences as a negative, they are seen as strengths, adding more flavor to life and allowing all to contribute in unique ways” (Cryer, Riley, & Link, 2019. p. 336). While it is vital that the schools we observe provide an inclusive, equitable, and diverse environment for the children to learn in, it is also our responsibility as assessors to provide a fair, accurate, and equitable assessment of their program. We strive to be objective in our assessments of programs with systems to ensure validity and reliability in our observations. We are aware of how implicit bias may impact our work; therefore, we are provided with ongoing training to ensure that all assessors view programs through an unbiased lens.


The evaluation tools we use in early childhood programs have been tested carefully across cultures and internationally to ensure they offer a fair and unbiased lens for continuous quality improvement. We must work diligently to be aware of our biases, take the necessary steps to reduce them and minimize the effect on our assessment of an early childhood education center. We can do this by exploring patterns of thought, feelings, and behaviors, and much self-reflection. It is essential that we ask ourselves probing questions and have an openness to being addressed if we speak or act in a way that is not open and inclusive. For all educators, implicit bias can influence perceptions and decisions unless carefully examined. We understand how important it is to be aware of our thoughts and actions every day by frequently reflecting on questions like, “What are my first thoughts? Are they true? Are they fair? Where could bias show up here? Am I making any assumptions?”


Diversity awareness, inclusion, and equity practices are so important that we must keep these questions at the forefront to create a more equitable world for future generations. As stated in this article, Bias Starts as Early as Preschool, but Can Be Unlearned, biases form at a young age. Understanding the influence of implicit bias can be explored further by reading the Statement from NAEYC on Implicit Bias Research as well as these articles on Strategies for Addressing Implicit Bias in Early Childhood and Understanding Implicit Bias and Its Effects on Early Childhood Settings. The McCormick Center for Early Childhood Leadership is committed to supporting programs and the profession in the goal of ensuring diversity, equity, and inclusion as a foundation for all of their practices.


References


Cryer, D., Riley, C., & Link, T. (2019). All About ECERS-3 (1st ed.) Lewisville, NC: Gryphon House Publishers.

Susan Marie Schulhof is an Assessor and Training Specialist and a member of the McCormick Center for Early Childhood Leadership Diversity, Equity, and Inclusion Task Force.

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Building Community Partnerships for Lasting Impact

By Cara Murdoch and Sherry Rocha • December 12, 2025
By Cara Murdoch and Sherry Rocha Community collaborations can strengthen your early childhood program, expand services for families, and increase your visibility and credibility as a trusted resource in the community. But effective partnerships don’t begin with a phone call—they start with a plan. Start with internal planning Before reaching out to community members or organizations, gather insights from your internal team. Hold a brief planning meeting to discuss goals, identify needs, and build a shared vision for collaboration. Consider including: Members of your board of directors or advisory board Program staff members Interested family members and parents of enrolled children. REVISIT your mission and goals A clear, shared understanding of your program’s purpose will guide effective partnerships. Before reaching out to community members or organizations, gather insights from your internal team. Hold a brief planning meeting to discuss goals, identify needs, and build a shared vision for collaboration. Consider including: What is your mission? What strengths and expertise do we bring to the community? What challenges do our enrolled families face? What support or resources would be most helpful? What can we offer potential partners in return? Clarity about these questions will ensure that your outreach to community members and organizations is focused and meaningful. Learn about local resources Begin exploring the services and organizations that exist in your community. These may become valuable referral partners or direct collaborators. Examples include: Early intervention services Family support agencies Mental health providers Multilingual tax-preparation volunteers Knowing these resources helps you connect families with the help they need. share your space and services Your early childhood center may be a valuable asset for other groups. Consider offering your space to other programs or groups to strengthen your role as a community hub. Possibilities include: Scouting America or Girl Scout meetings Parenting workshops or support groups Health screenings or nutrition programs Community committee meetings participate in community events Raising visibility in your community opens doors to partnership. Become involved in: Neighborhood clean-up days Local fairs or festivals Library literacy events Cultural celebrations School district events These types of interactions naturally build trust and relationships. build and expand your network Partnerships often begin with small conversations or shared goals. Stay curious and connected—the more people you meet, the more opportunities arise. Potential collaborators include: Museums Public libraries Human services departments Colleges and universities Local schools Cooperative Extension services Hospitals and clinics Banks and financial advisors Mental health agencies Early intervention programs Remember: partnerships are mutually beneficial Successful collaborations are built on: Clear communication Shared goals Appreciation for each other’s strengths A commitment to supporting families and the community Whether the support you receive is financial, advisory, or educational, strong partnerships help everyone thrive. A final thought Community partnerships don’t happen overnight. With the proper planning, your early childhood program can become a powerful and connected resource in your neighborhood. Start small, stay open to ideas, and let relationships grow.
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