Nursery World - Early childhood settings

From home to the home corner: observing children's identity-maintenance in early childhood settings. Discusses two studies: one of children in a Korean private kindergarten, the other of children in a UK reception class. Each included evidence from home (including parent interviews) and evidence from school (including conversations with the children) on the gendered and ethnic identities that the children display in the classroom. The children's stated beliefs and preferences, and their observed choice of activities and friends, appear to be influenced both by their families'

Each included evidence from home (including parent interviews) and evidence from school (including conversations with the children) on the gendered and ethnic identities that the children display in the classroom. The children's stated beliefs and preferences, and their observed choice of activities and friends, appear to be influenced both by their families'

beliefs and behaviour, and by the early childhood environments they experience. This suggests that the transition from home to group settings may reinforce rather than diminish the stereotyping along gendered and ethnic lines, while participation in 'research' conversations may provide a rare opportunity for the children to question and reflect on stereotypes.

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