In early childhood education, the concepts of Belonging, Being and Becoming underpin the Early Years Learning Framework (EYLF). As the Framework states, children’s lives are characterised by these three pillars, and these ideas shape who children are and who they can become. 

Beneath these pillars lies a foundational concept that determines whether they become lived realities or remain theory: equity. 

Equity and equality are often spoken about together, which can blur the distinction between them. Equality gives every person the same thing. Equity gives each person what they need to succeed. 

EYLF V2.0 reinforces this through the Principle of Equity, Inclusion and High Expectations, stating that equitable means fair, not equal or the same, and that some children may need greater access to resources and support to participate fully.

If equity means responding fairly rather than equally, where does that work start? In my daily work as a belonging and equity specialist, one thing is clear: equity starts with us – and it starts with self‑awareness. This is what allows educators to see through an equity lens and respond to children with fairness and intention.

Introducing the identity backpack

While children are forming their worldviews, adults have had decades for ours to take shape. I call these accumulated experiences our identity backpacks.

We carry them every day – filled with cultural lenses, beliefs, habits, comfort zones and unconscious biases. Shaped by a lifetime of upbringing, societal conditioning and personal history, we didn’t choose every item in our bag; many were inherited over decades. These contents shape how we see the world, and for educators in early learning settings, they influence how children’s behaviour is interpreted.

Children carry identity backpacks too. Theirs are still filling up, shaped by their experiences, cultural ways of being, emerging ideas of what is “normal” and the first beliefs they form about themselves and others.

These early experiences influence their Belonging, Being and Becoming, guiding how they understand themselves and their place in the world.

When backpacks collide

Adult and child backpacks collide in every interaction. A child’s actions may not make sense to an adult, and an adult’s reactions may not make sense to a child. A child resisting a transition or communicating in a way that feels disruptive may not be misbehaviour – it may simply be two worldviews bumping into each other.

This is why equity begins with self-awareness. When we understand what we carry and why, those everyday collisions are less likely to become misread behaviour or unfair expectations. 

EYLF V2.0 calls for this kind of Critical Reflection – another core Principle – asking educators to examine how personal beliefs, values and unacknowledged biases shape children’s experiences.

Below are practical, low‑lift ways to reflect on what’s inside your own backpack.

What’s in your backpack that drives equity forward

  • Practising allyship through small choices: Backing children’s perspectives even when routines slow down. 
  • Using inclusive habits that make space for difference: Offering choices in how children join, communicate or participate.
  • Building shared language about belonging and identity: Naming culture, family and individuality in everyday ways. 
  • Engaging in reflective conversations that challenge assumptions: Asking “what else could be happening here” before responding. 
  • Adjusting practice with intention: Changing expectations, routines or environments when a child needs something different. 
  • Seeking family insight: Partnering with families to deepen understanding of a child’s behaviour or needs. 

What’s in your backpack that holds equity back

  • Unexamined unconscious bias: Reacting to behaviour before considering context. 
  • Privilege that goes unnoticed: Assuming your worldview is the default. 
  • Inherited habits that exclude without meaning to: Repeating practices simply because “we’ve always done it this way”. 
  • Narrow ideas of “normal”: Expecting one right way to learn, behave or communicate. 
  • Fear of discomfort or getting it wrong: Avoiding conversations that deepen understanding. 
  • Rushing to manage behaviour instead of understanding it. 
  • Assuming belonging happens automatically: Forgetting to create conditions where every child feels seen and valued. 

Why this matters

When we understand what’s in our backpacks, equity is amplified, strengthening Belonging, Being and Becoming in daily practice. 

Belonging becomes more than a warm welcome – it becomes a culturally secure experience where children’s family stories and ways of being are recognised.

Being shifts from compliance to freedom, acknowledging that children participate in different ways.

Becoming expands from narrow expectations to genuine opportunity, ensuring every child has access to what they need to thrive.

Equity grows each time an educator pauses, notices what they are carrying and chooses a more intentional response. In those moments, children are met with understanding rather than assumption, and the meeting of our backpacks becomes a place where equity comes to life.