As an early childhood educator, how would you respond to comments such as these: “Don't worry about asking Elly, she doesn't say very much, she's from China” or even: “Ollie says Keira's skin is the colour of dirt"
Children are naturally curious about the people and places around them and they attempt to build a sense of their own identity by defining what makes them different to others. Recently I was talking to a group of 4 year olds about the colour of their skin when one child asked "My dad has yellow skin and my mum has brown skin, what does that make my skin?" she was quite curious to work this out and I could see the many cogs working away in her mind. "My skin is black, because it is." another child added.
Children will typically ask questions about observable characteristics like skin colour, accent, family structure or the way people dress. “Children are around two or three when they begin to notice physical differences among people” (Kupetz, 2012). The conversations children have around this age are quite innocent and not motivated by any intention to hurt the feelings of others. It is therefore, up to us as educators to use these opportunities to send a message of equity and fairness during these interactions, so that children learn that these differences make a person unique. Also rather than dismiss the subject as being too difficult, celebrate this moment as one of significance.
This was the case of the dialogue taken from the wanderings of skin colour, that provoked an inquiry into difference, that provided some powerful learning of social justice. Instead of ignoring the wonderings of children we verbalised them, explaining that hair and skin are usually dependent on our parents, unless we are adopted. This of course opened another avenue into looked after children, death and loss of parents and so forth and so forth.
Addressing such observations and questions about differences is a proactive way to build cultural understandings and maximise the potentiality for rich learning experiences during social justice encounters. “The process of intercultural interaction, or contact between people from different cultural backgrounds and a readiness to learn from one another, is the real foundation for equality” (Balcock 2010, p.33).
It is not enough to have cultural awareness, cultural knowledge and cultural sensitivity. Instead we need to implement a multi-dimensional approach which includes not just strategies to enrich through difference, but also strategies to actively manage bias when it occurs.
Here are some strategies to counteract bias:
When confronted, openly discuss and acknowledge difference
Use creative means that support children to reflect on their own actions.
Intervene when bias-related topics are raised or occur.
Equip children with techniques that will enable them to respond when confronted with discrimination
Ask yourself how highly your service values diversity. Where are their differences? Are these differences physical or unconscious? Do these differences confront some educators within the service? What can I actively do to eliminate or reduce bias? Social Justice is everyone's business, and that includes children.