Do we accept that every classroom community will have its own stories and practices? In our desire for equity, are we instead settling for uniformity?
– The CARE Circle, “Examining Developmentally Appropriate Practice”

On February 29, authors of four different Exchange articles joined us live online for an Engaging Exchange. We explored topics ranging from universal and inclusive access to art, the expansive joy of child-led birthday celebrations, perspectives on developmentally appropriate practice, and preparing emerging leaders to build the groundwork for equity.

The topic of equity versus uniformity wove its way through all four discussions, with an overriding theme that uniformity does not provide equity.Providing the same art materials to all children leaves out children who can’t access materials the same way.

• Birthdays planned by children, for children, using only materials at hand, turn out wildly different from each other, as children hone in on the unique interests and qualities of their peers. These celebrations trade commercial flare for an invitation to really see and celebrate what is unique—not uniform—about each child.
• Examining the importance of context when it comes to developmentally appropriate practice, The CARE Circle authors promoted Abrom and Bautista’s conceptualization of ‘glocalization,’ asking, “What does it look like to build upon the foundational knowledge of child development, and adapt for the individual child care program, community, family, teacher, and child?”
• In the final article, Demetria Joyce suggests that “Safe spaces are needed whereby leaders can solve for complex problems. Safe spaces for problems of practice serve as environments that enable leaders to engage in open dialogue, express their thoughts and concerns, brainstorm ideas, experiment with solutions, and learn from their experiences.”
  

View the recording of this Engaging Exchange for free with your Exchange membership, and share your thoughts with the hashtag #engagingexchange.