The environment promotes positive understanding and respect for the identity and rights of others through the provision of an appropriate environment, experiences and interactions within the environment. (DES, 2010) Developing a positive understanding and respect for the identity and rights of others in early childhood is a primary goal of early childhood education and care. Article 29 of the United Nations Convention on the Rights of the Child states that child education should be aimed at “preparing the child for a responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of the sexes ”. and the friendship of all..." (UN, 1989). It is vital that ECCE practitioners meet the challenges of a diverse society and empower all children with a strong sense of self and group identity and the skills to challenge injustice. Children have rights and responsibilities as active citizens and the role of adults in ECCE is to create an environment that fosters children's positive identities and promotes each child's sense of belonging to the environment and society at large. By engaging in an active approach to issues of difference and presenting a learning environment that is representative and respectful of the diversity of society, ECCE practitioners can support children as they become citizens of the world. Boutte (2008) recognizes that promoting social justice and active citizenship among children presents challenges for professionals and requires both self-knowledge and professional knowledge. Understanding how and why children develop prejudicial attitudes can help practitioners meet the challenge of countering discrimination and promoting equality and diversity. Children, from... middle of paper... promote cultural identity through awareness and dialogue and reflection. Síolta - The National Quality Framework for Early Childhood Education in Ireland (DES, 2010) requires that ECCE settings and practitioners value all children equally and support the development of positive self and group identities. Component 14.3 provides practitioners with thoughtful “signals” and practical examples on how to promote diversity and equity for young children and their families. Structures must define values ​​and a vision that involve cultural awareness and diversity, collaborative action with families and the wider community, in a pedagogical culture of action and reflection. A culturally appropriate environment recognizes diversity as a fundamental aspect of a child's identity and actively engages in recognizing and valuing difference, challenging prejudice and promoting equality.