A large percentage of young children entering
preschool are English speakers who speak a language
variety that often differs from the English dialect expected
by educators within early childhood programs. While
African American English (AAE) is one of the most widely
recognized English dialects in the United States, the use of
AAE in schools and programs has been viewed negatively.
In this article, we assert that to meet the needs of young
children who speak AAE, educators can take an equity and
inclusion perspective to consider practices related to dialect.
To this end, we discuss (a) meanings of equity and
inclusion, (b) AAE dialect characteristics and importance,
(c) educator perceptions of AAE, and (d) recommendations
to provide equitable and inclusive early childhood services
to young children who speak AAE. We suggest that early
childhood educators reflect on linguistic identity and biases,
investigate linguistic diversity, explicitly teach standard
English, and partner with families to learn about
diversity and dialect. By focusing on both equity and
inclusion, early childhood educators can foster an accepting
environment and positive outcomes for all children,
including those who speak AAE.

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