Why Social Justice Belongs in the Nursery
Social justice can sound lofty. Abstract. Something discussed in policy papers or parliamentary chambers. But the truth is, the seeds of fairness, compassion, sustainability and community are planted much earlier than that.
They’re sown in the nursery, long before children learn the language of politics. And if we don’t plant them early, we risk raising a generation who see inequality as inevitable rather than something they can change.
That was the heart of my conversation with Susan Santone, author of Reframing the Curriculum and one of the thinkers who most shaped my own PhD journey. My copy of her book is completely covered in sticky notes, which tells you everything you need to know.
Susan has spent decades helping educators weave social justice and sustainability into everyday practice. She reminded me of something I’ve always believed: young children may be small, but their world is deeply political.
Social justice in the nursery: lived reality
At LEYF, pedagogy for social justice isn’t theory. It’s lived reality.
It’s the child who notices a friend hasn’t had a turn and decides to share.
It’s the boy who insists his friend with limited English should join the role-play.
It’s staff teams creating mealtimes where every culture is respected and every plate matters.
These aren’t small moments. They are early lessons in democracy, empathy and belonging.
This is how children begin to understand fairness. Through what they experience every day.
Access, voice and fairness in everyday practice
Susan spoke beautifully about access.
Who gets to play outside?
Who uses certain resources?
Whose voices are heard and whose are overlooked?
When we frame these everyday questions through fairness, we give children dispositions that last a lifetime: empathy, courage and agency.
These are the qualities that help children understand both themselves and others.
Why difficult conversations matter in Early Years
Of course, these conversations aren’t always comfortable. Talking about equity, exclusion or difference can feel risky with adults, never mind children.
But avoiding them doesn’t protect children. It leaves them unprepared for a complex world.
As we discussed, this isn’t about burdening young children with global crises. It’s about the here and now.
You don’t ask a five-year-old to solve climate change, but you can help them care for a garden and notice how things grow when we look after them together.
Why nurseries must hold their ground
We also touched on the backlash, both here and in the US, against even naming social justice in education.
Supporting all children shouldn’t be seen as radical. And yet it is.
That’s precisely why nurseries must hold their ground as places where fairness and kindness aren’t add-ons. They are the foundation.
The importance of the Early Years sector
Susan’s wish, which I share, is that society finally recognises the political importance of nurseries.
We are not babysitters at the bottom of the education pecking order. With 80% of the brain developed by the age of two, we are shaping the citizens who will build tomorrow’s communities.
The Early Years must be unapologetic about putting social justice at its heart and giving educators the training, confidence and language to talk about fairness, equity and sustainability in ways children understand.
The role of LEYF
At LEYF, this is our daily mission. Our pedagogy for social justice is baked into our curriculum, our training and our community work.
And I invite everyone who cares about the future to join us. Because when we get it right in the nursery, we really can get it right in society.
Key takeaways
1. Social justice is learned through everyday practice, not abstract ideas
In the nursery, fairness is not a slogan. It lives in turn-taking, inclusive play, shared meals, and whose voice is heard. These micro-moments are children’s first encounters with democracy, empathy and belonging, shaping dispositions that last far beyond early childhood.
2. Avoiding difficult conversations does children a disservice
Shielding young children from issues of equity, difference and care does not protect them. It leaves them ill-equipped for the world they are already navigating. Social justice in Early Years is grounded in the here and now through relationships, play and care for others and the environment.
3. Nurseries are politically significant spaces and must own that role
Early Years settings are not peripheral to social change. With rapid brain development and identity formation happening in the first years of life, nurseries are shaping future citizens. Treating social justice as foundational, not optional, demands confidence, training and an unapologetic stance from the sector.
