Belonging can take on multiple definitions and truths within early childhood education (Erwin et al., 2022). However, pivotal to children’s notions of belonging are their self-identities, perceptions, and “experiences of belonging” (Erwin et al., 2022). More specifically, it’s critical for early educators to understand and self-affirm children’s intersectional identity markers (e.g. race, ethnicity, language, immigration status, and culture), in order to strengthen young children’s sense of belonging within their early educational contexts (Erwin et al., 2022; Guo & Dalli, 2016; Souto-Manning et al., 2021).