Stereotyping and diversity

The setting promotes positive understanding and regard for the identity and rights of others through the provision of an appropriate environment, experiences and interactions within the setting. (DES, 2010)

Development of a positive understanding and regard for the identity and rights of others in early childhood is a primary objective of Early Childhood Care and Education. Article 29 of The United Nations Convention on the Rights of the Child states that a child’s education should be directed to the “preparation of the child for a responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes and friendship of all ...” (UN, 1989). It is crucial that ECCE practitioners address the challenges of a diverse society, and empower all children with a strong sense of self and group identity, and the skills to challenge injustice. Children have rights and responsibilities as active citizens, and the adult role in ECCE is to create an environment which fosters children’s positive identities and promotes each child’s sense of belonging in the setting and in the wider society. By engaging in an active approach to issues of difference, and presenting a learning environment which is representative and respectful of the diversity of society, ECCE practitioners can support children as they become world citizens. Boutte (2008) acknowledges that promoting social justice and active citizenship among children presents practitioners with challenges and requires both self knowledge and professional knowledge. Understanding how and why children develop prejudicial attitudes can support practitioners as they face the challenge of counteracting discrimination and promoting equality and diversity.

Children, from ...

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... foster cultural identity through awareness, dialogue and reflection.

Síolta - The National Quality Framework for Early Childhood Education in Ireland (DES, 2010) requires ECCE settings and practitioners to value all children equally, and to support the development of positive self and group identities. Component 14.3 provides practitioners with reflective “signposts” and practical examples of how to promote diversity and equity for young children and their families. Settings must set forth values and a vision which engages in cultural and diversity awareness, collaborative action with families and the wider community, in a pedagogical culture of action and reflection. A culturally appropriate environment recognises diversity as a core aspect of a child’s identity and actively engages in recognising and valuing difference, challenging bias and promoting equality.