All young children have the right to early learning opportunities in which they are positioned to learn, grow, and participate as valued members of their families, programs, and communities. However, substantial societal inequities directly impact access to equitable education for all children. Young children navigate social worlds in which racism, ableism, and many other intersecting oppressions operate to create inequitable systems. Although hateful rhetoric and outward displays of racism and ableism have increased in recent years (Crandall et al., 2018; Paluck & Chwe, 2017; Southern Poverty Law Center, 2016), they also work in neutralized and invisible ways (Annamma et al., 2013). Racism and ableism perpetuate implicitly biased interactions that pathologize young children based on race or ability or both. Whether explicit or implicit, bias can have real material, social-emotional, and psychological consequences in early childhood contexts—directly affecting the ways in which young children learn, grow, and become valued members of their communities. We created this topical issue as an intentional outlet for scholars to grapple with the ways early childhood special education might counteract bias and advance justice. The contributing articles of this topical issue provide critical insights into this important topic.

中文翻译：

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消除偏见并促进幼儿期的正义

所有幼儿均有权享有早期学习机会，使他们能够以其家庭，计划和社区的重要成员的身份学习，成长和参与。但是，严重的社会不平等直接影响着所有儿童获得平等教育的机会。幼儿在社会世界中生活，种族主义，能力主义和许多其他相互交织的压迫共同作用，创造了不平等的制度。尽管近年来仇恨言论和种族主义和能力主义的外向表现有所增加（Crandall等，2018; Paluck＆Chwe，2017; Southern Poverty Law Center，2016），但它们也以中立和无形的方式运作（Annamma等。 ，2013）。种族主义和能力主义使基于种族或能力或两者兼有的隐性偏见长期存在，这种相互作用使年幼的儿童病态化。无论是显式的还是隐式的，在幼儿时期，偏见可能会产生实际的物质，社会情感和心理影响，从而直接影响幼儿学习，成长和成为社区中有价值的成员的方式。我们创建了这个热门话题，是学者们有意解决早期特殊教育可能抵消偏见和促进正义的方式的故意途径。本主题的特稿文章提供了对该重要主题的重要见解。我们创建了这个热门话题，是学者们有意解决早期特殊教育可能抵消偏见和促进正义的方式的故意途径。本主题的特稿文章提供了对该重要主题的重要见解。我们创建了这个热门话题，是学者们有意解决早期特殊教育可能抵消偏见和促进正义的方式的故意途径。本主题的特稿文章提供了对该重要主题的重要见解。