Equity can be described as the elimination of privilege, oppression, disparities, and disadvantage that historically have excluded those belonging to particular groups. This is the first and overarching of several research policy briefs around issues of equity. When taken as a whole, these briefs will create a space and open a dialogue around the issues related to fairness, opportunity, and every child's right to participate in equitable early childhood practices. While participating in these practices, young children should be recognized, understood, and appreciated at personal, interpersonal, institutional, and cultural levels. This document is hyperlinked to other research briefs that expand upon the following subsections: (1) High Quality Culturally Responsive Early Childhood Teachers; (2) Strength-Based Views of Children and Their Languages; (3) Racial Equity and Anti-Racist Teaching in Early Childhood Education; (4) Children's Right to the Language; (5) Access to Diverse Books; (6) Power of Play; and (7) A Shift from Readiness Assessments to Learning. [This policy brief was produced by NCTE's Early Childhood Education Assembly (ECEA) with assistance from Jane Baskwill, Jessica Martell, Erin Miller, Detra Price-Dennis, Kathy Short, Kathryn Whitmore, and Angie Zapata.]