ADULT-LED
Encourage children to look closely at themselves and each other and explore their similarities and differences.
Planned learning intention
To become aware of and explore differences and similarities in appearance, gender, ethnicity and race and to developand maintain a positive self-image.
Adult:child ratio 1:8
Resources
Magazines, colour supplements, catalougues, scissors, glue, photographs of the children, tape recorder/observation pad for recording children's comments and opinions, safety mirror.
Preparation
* Select magazines and other publications that display a wide range of photographs of people of all ages and races, both male and female. Many magazines/catalogues have a representation now, and colour supplements generally have a good range of photographs of a less 'glamorous' nature, although beware of choosing too many showing Third-World people as downtrodden.
* Select a few photographs that will promote a discussion with the children.
* Photocopy a few really good ones (because of size, completeness or clarity) to use for other activities.
* Invite the children to bring in photographs of themselves.
Step by step
Using the publications that you have selected as examples, ask the children to select photographs they want to cut out. Provide techinical assistance where needed. Cut some out yourself, working alongside the children, and talk about why you have selected them.
* Talk about hairstyles, eye colour, expressions and skin colour. Ask the children to tell you what they see, to describe the people in the pictures, and to compare them with the people in other photos and with themselves.
* Record the children's comments.
Ask open-ended questions that don't require correct answers. When there is a negative comment acknowledge the child's opinion, but explore the comment further, by asking questions such as: Can you know that for sure? Why do you think that might be? Is that always true? Does everyone think that? *Ask the children to describe and comment on their own hairstyle, eye colour skin tone. Encourage them to talk about the photographs of themselves and have the mirrir to hand if they want to look at themselves.
* Mount some of the photographs on stiff card with stands and display them alongide speech bubbles containing the children's comments.
Extension ideas
* Add to the display of mounted photographs self-portraits from the child initiated activity (see below) and a safety mirror to to encourage further exploration.
* Use some of the mounted photographs of the children for storytelling, numeracy work, as counters for board games and as 'mouthpieces' for notices (for example, with speech bubbles saying,'Don't forget to put away the toys/wash your hands').
* Compile lists of words that can be used to describe features, for example, hair, eye colour, skin tone, as well as words or phrases that can describe expressions. Ask the children to use these words and phrases to help them write seperate decriptions of themselves, their friends and the nursery staff. Read out the descriptions and encourage the children to guess who is being described in each one.
* Share the song 'Every colour under the sun' on the Nursery Topics poster.
Stepping stones
* Children with little experience may just observe and listen to others engaging in the activity while using the materials randomly, or for their own purposes. They made need technical assistance and the opportunity to revisit the activity frequently.
* Children with more experience will probably use the materials with a greater degree of skill and make appropriate comments. They are more likely to respond to questions, offer explanations for their choices and show awareness of their own ethnic identity and that of others.
Experienced children will probably use the materials and equipment skilfully and with a clear understanding of the outcome of the task. Their comments will show awareness of issues relating to ethnicity and identity and they are likely to refer to previous experience and knowledge. They will respond positively to extension activities or may devise their own conclusion to the task.
