Designing Anti-bias Early Childhood Learning Environments Part I
Updated: 3 hours ago
Dr. Michelle Fazio-Brunson, Northwestern State University of Louisiana
Dr. Mary Beth Nicholson, Carnegie Learning
This three-part blog series explores anti-bias learning environments for young children. Across this blog series, historical perspectives are described, variables that impact development and identity are explored, and strategies for designing anti-bias learning environments where all children can learn and thrive are shared.
Early Childhood Development, Identity Formation, and Anti-Bias Education
Rapidly changing demographics in the United States are transforming the implementation of educational practices and theories in early childhood classrooms (Phillips et al., 2022). The US is shifting from a predominantly monocultural society rooted in European American traditions to one that is increasingly multicultural (Iruka et al., 2022). As a result, educators must examine how diversity influences identity development and educational practice and seek to promote equity in their programs (National Association for the Education of Young Children, 2019). This blog post explores historical views of early childhood development, how development affects identity, and resulting implications for anti-bias education.
Historical Foundations of Early Childhood Development Theory
A foundational understanding of child development theory is critical for creating anti-bias learning environments. Gonzalez-Mena & Shabazian (2024) trace several influential perspectives on child development. The earliest, the church view, suggested that children were born with inherent sinfulness and required strict discipline. In contrast, John Locke’s concept of the tabula rasa or “blank slate” proposed that children’s development was primarily shaped by environmental influences. This perspective later informed behaviorist theories of learning. Jean-Jacques Rousseau introduced the little angel view, arguing that children are naturally good and develop best through freedom, exploration, and minimal adult interference (2024). Rousseau’s ideas later influenced child-centered educational approaches and open classroom models.
More contemporary developmental theories continue to shape early childhood education. Jean Piaget’s theory of cognitive development emphasizes that children progress through developmental stages. During the preoperational stage (ages 2–6), children engage in symbolic thinking but often demonstrate egocentrism and difficulty distinguishing fantasy from reality (Gonzalez-Mena & Shabazian, 2024). Similarly, Erik Erikson’s psychosocial theory identifies the initiative versus guilt stage (ages 3–6), during which children seek opportunities to explore and learn while developing a sense of purpose. Later, during the industry versus inferiority stage (ages 7–10), children strive to master skills and gain competence. Although these theories remain influential, contemporary scholars emphasize the importance of culturally responsive interpretations of development that recognize the diverse experiences of children and families (Friesen, Mitsch, & Du, 2022).
How Early Childhood Developmental Stages Affect Personal, Social, and Racial Identity
Understanding identity-related concepts is essential for implementing anti-bias education. Derman-Sparks, Edwards, & Goins (2020) define personal identity as characteristics such as one’s name, family, age, personality, talents, and interests. Social identity refers to group memberships assigned or recognized by society, including race, ethnicity, gender, religion, socioeconomic status, and geographic location. They further argue that racial identity is a socially constructed concept shaped by societal institutions and interactions rather than biological differences, emphasizing that the human race is the only race (Derman-Sparks, Edwards, & Goins, 2020). These definitions highlight the important role educators play in supporting children’s identity development.
Developmental Theory and Identity Formation
Developmental theories provide a framework for understanding how children form personal, social, and racial identities. Research demonstrates a strong relationship between developmental processes and identity construction during early childhood (Derman-Sparks, Edwards, & Goins, 2020; Åmot, & Ytterhus, 2023). The first five years of life are particularly significant because they represent a period of rapid neurological growth and the development of empathy, social awareness, and interpersonal relationships.
Young children often rely on adults to interpret the world around them. Because children in early developmental stages are still learning to think critically, they frequently imitate the behaviors, attitudes, and beliefs of influential adults (Derman-Sparks, Edwards, & Goins, 2020; Yorba-Rico, 2026). This observation aligns with Bandura’s social learning theory, which proposes that children learn through observation and modeling (Gonzales-Mena, 2001; Liang et al., 2022). Consequently, educators play a vital role in shaping children’s understanding of diversity, fairness, and inclusion.
Contemporary research further supports the importance of intentional anti-bias practices during early childhood. Studies indicate that culturally responsive and equity-focused learning environments contribute positively to children’s social-emotional development, identity formation, and sense of belonging (Friesen, Mitsch, & Du, 2022; Schumann et al., 2025). As children increasingly grow up in multicultural communities, educators must foster environments that prepare them to participate as inclusive and democratic citizens.
Identity Development in Early Childhood
Research suggests that children begin noticing human differences at a very young age. According to Derman-Sparks, Edwards, & Goins (2020), infants as young as six months can recognize differences in skin color. By age three, children begin asking questions about racial and physical differences. At age four, children become increasingly aware of societal norms and may internalize both positive and negative messages regarding race, social class, and identity. By age five, children become more sensitive to peer acceptance and rejection and develop stronger awareness of gender identity. Around age six, children become capable of categorization and more abstract thinking. These developmental patterns correspond closely with Piaget’s preoperational stage and Erikson’s initiative versus guilt stage, illustrating the interconnectedness of cognitive, psychosocial, and identity development. Recent research suggests that children actively construct understandings of race, culture, language, and identity through interactions with peers, families, media, and educators (Schumann et al., 2025). Therefore, anti-bias education should not be viewed as an additional curricular component but rather as an essential aspect of supporting healthy child development.
Implications for Anti-Bias Education
The relationship between developmental theory and identity formation has significant implications for early childhood education. Educators influence how children understand themselves and others through curriculum choices, classroom interactions, and learning materials. Thus, anti-bias educational approaches can support children’s positive identity development while reducing prejudice and promoting equity (Derman-Sparks, Edwards, & Goins, 2020; Schumann et al., 2025). Additionally, teacher diversity and culturally responsive pedagogical practices contribute to more equitable learning environments (Friesen, Mitsch, & Du, 2022). Children benefit when educators intentionally represent diverse cultures, languages, family structures, and lived experiences within classroom activities and instructional materials. Children’s literature can serve as a particularly powerful tool because it integrates literacy development with opportunities to explore identity, fairness, and social justice.
Conclusion
As classrooms become increasingly diverse, educators must understand developmental theory while also recognizing the cultural contexts that shape children’s experiences. Such understanding enables teachers to create inclusive learning environments that nurture healthy personal, social, and racial identity development while helping children appreciate diversity and respect themselves and those around them. In Part II, we will explore creating anti-bias learning environments for young learners.
References
Åmot, I., & Ytterhus, B. (2023). Health promotion and identity construction in Norwegian kindergartens: A qualitative study on children with and without disabilities. Early Childhood Education Journal, 51(8), 1467–1477. https://doi.org/10.1007/s10643-022-01382-7
Derman-Sparks, L., Edwards, J. O. with Goins, C. M. (2020). Anti-bias education for young children and ourselves (2nd ed). National Association for the Education of Young Children.
Friesen, A., Mitsch, M. K., & Du, K. (2022). Advancing equity and inclusion in early childhood education: Introduction to a special issue. Issues in Teacher Education, 31(2), 3–8.
Gonzalez-Mena, J., & Shabazian, A. (2024). Foundations of early childhood education: Teaching children in a diverse society (8th ed.). McGraw Hill.
Iruka, I. U., Kainz, K., Kuhn, L., Guss, S., Tokarz, S., Yazejian, N., & Niño, S. (2022). Early education program racial and ethnic composition and associations with quality and children's language and social-emotional development. Early Education and Development, 34(6), 1341–1360. https://doi.org/10.1080/10409289.2022.2139553
Liang, M., Chen, Q., & Zhou, Y. (2022). The influence of various role models on children's pro-environmental behaviours. Frontiers in Psychology, 13, Article 873078. https://doi.org/10.3389/fpsyg.2022.873078
National Association for the Education of Young Children. (2019). Advancing equity in early childhood education: A position statement of the National Association for the Education of Young Children. Author. NAEYC Position Statement
Phillips, D. A., Johnson, A. D., & Iruka, I. U. (2022). Early care and education settings as contexts for socialization: New directions for quality assessment. Child Development Perspectives, 16(3), 127–133. https://doi.org/10.1111/cdep.12460
Schumann, I., Vu, M. T., Chaouni, H., & Adebayo, S. (2025). Anti-bias education. In All means all! OpenTextbook for diversity in education. All Means All. https://book.all-means-all.education/ama-2025-en/chapter/anti-bias-education/
Yorba-Rico, R. A. (2026). Importance of implementing equity-minded pedagogy for students in early childhood education [Undergraduate capstone project, California State University, Monterey Bay]. California State University, Monterey Bay Digital Commons. https://digitalcommons.csumb.edu/caps_thes_all/2181
Dr. Michelle Brunson directs the graduate programs in Early Childhood Education at Northwestern State University of Louisiana. She is passionate about helping her husband, the Natchitoches District Defender, remap the Cradle to Prison Pipeline to a Cradle to College Pipeline in Louisiana. She can be contacted at faziom@nsula.edu.
Dr. Mary Beth Nicholson is an educator and curriculum expert who has spent her career helping teachers and districts create meaningful learning experiences for students. She currently works as an Account Executive at Carnegie Learning, where she partners with schools to strengthen instructional practice and support high-quality implementation.
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