As early years practitioners, we need to be aware of these beliefs and discuss them openly, encouraging children to recognise that others may think differently.
All that we do and say and provide can make a difference to children's attitudes about others. Songs and stories have great power in communicating messages.
Case study
Kwame was aggressive to other children from the moment he joined the pre-school group. He grabbed toys from other children and hit or bit them if they tried to take them from him. When reprimanded, he shouted that people didn't like him because he was black - he was the only black child in the group.
Before long, other children grew wary of him, and one or two linked his anti-social behaviour to his colour. They referred to him as 'that bad black boy'.
Staff recognised that that this was having a negative effect on the ethos of the setting and they worked together closely to improve the situation.
They took every opportunity to show Kwame that he was a loved member of the group, while at the same time establishing clear boundaries of behaviour.
They encouraged him to take a deep breath and close his eyes every time he felt angry and before he hit anyone.
They asked one mature child in the group to be Kwame's special friend. The supervisor explained the situation to Kwame's mum and suggested that she encourage this friendship. Within the group, staff introduced stories about inclusion and followed them up with discussion.
One story in particular, The Sneeches by Dr Seuss 1, was particularly popular. The children enjoyed the humour of the story but quickly recognised the message about the dangers of prejudice and the need to be open and friendly to all. Three older children felt particularly strongly about this and wanted to demonstrate love and friendship in the group. As a result, each child and adult painted a self-portrait which contributed to a large picture entitled 'We are all friends here'.
Over time, as Kwame became more confident that he was a fully accepted group member, his behaviour improved.
Points to consider
* How far do your own beliefs and values influence children positively and negatively?
* Promote a sense of values. Encourage older children to talk about what they think are the most important things in life. Start a story about a boy (Sean) who was able to wish for three things to have forever in his life.
He could choose from: a large bar of chocolate, a bike, a loving mum/dad/carer, a popular toy, good friends and a cat. Provide a tray with photographs of these objects. Ask the children in turn to make their choices and so open a discussion about what sorts of things are important and why. This will also give you useful insights into the children's developing values.
