Children from very young ages internalize messages about power and privilege with regard to gender, race/ethnicity, class, sexual orientation, and language, which they perpetuate through their play and talk. While families are a critical piece in shaping children's values on such matters, classroom practices communicate and reinforce strong, subtle, and repeated social messages about what is and is not valued. The consequences of these messages are enormous not only for individual children, but also for a society that strives for equality and justice for all. In early childhood programs and in preschool and primary classrooms, it is critical for teachers to address injustice and develop equity-based pedagogies, because children form ideas about fairness and their own sense of identity within the larger world during these early years. This review looks at the research on early childhood teaching for equity and makes recommendations to teachers for developing such practices.