of different groups in our community, in name calling, taunting or insults, or in actively and directly excluding or discriminating against people….”
(Dr Helen Szok, Race Discrimination Commissioner, Australian Human Rights Commission, 2012).
 
Research shows that children are not born racist or prejudiced, but may start demonstrating prejudice in their attitudes and behaviour as young as three years of age, as they start to navigate their social world and start noticing difference. Although they may start exhibiting some form of prejudice or racial bias as early as 3 years of age, it is debatable whether the bias is evolutionary, learnt behaviour from others (including adults, siblings, peers, media, books, resources), or a blend of both. But this concept is a topic in itself. At this age, it is believed that prejudice is primarily based on stereotypes, limited experiences and modelling.

What we are certain of though, is that the behaviour of adults impacts largely on children.               
Adults need to be very careful about passing on their own biases and prejudices before children even understand the concept of racism. This is why it is so important that we model respectful and inclusive behaviour, particularly during these times, where children may be exposed to racism in our community. By starting early, we can help children stand up to and reduce prejudice and discrimination, even in the long-term. Climates such as the current one, will provide many opportunities for discrimination & prejudice to surface in children.

​As Educators we can seize these opportunities as they arise, and use them to openly discuss, clarify, introduce & embed programs that promote and embrace culture, diversity, anti bias, kindness, respect, empathy, belonging, inclusion, community and social justice.

Doing this enables us to:

1. Work towards dismantling and removing bias, prejudice and racist behaviours in children in early childhood settings. Dealing with racism or prejudice behaviour in children immediately, as it arises, helps provide clear messages to children around the concepts of “Respect & empathy for the diversity in our classroom”, “The beauty in our diversity and appreciating our differences” and that “There are similarities even in our differences. We are all the same”
2. Work towards ensuring that no child is discriminated against, and no child experiences prejudice or bias in their education & care environment. Every child has the right to feel a sense of belonging and culturally safe in their care and education environments.  

 
Stages of Awareness Of Difference:  (adapted from Roots & Wings, York S, 1992)
3-4 year olds:

• Refine their ability to notice differences amongst people
• Can identify & match people according to physical characteristics
• Learn adult labels for other races
• Are susceptible to believing adult stereotypes
• Mask fear of differences with avoidance, silliness
• Show preference (or not) for mixing with other groups
• Can make false associations and generalisations

 
5-6 year olds:

• Significant others strengthen attitudes to others
• Tend towards rigid thinking and behaviours
• Understand Cultural Difference
• Can identify stereotypes
• Explore the concepts of fair & unfair
• Show aggression through insults and name calling

 
What can we do as Educators?
As Educators, we can also engage in critical reflection and thoughtful conversations with staff to build a team approach to countering racism and bias.

Some critical questions that we can reflect on as individuals and as a team include:

1. How do children develop their ideas and understanding about difference?
2. What are the children currently experiencing? Are there any children currently exhibiting any discriminatory, racist or prejudiced behaviour amongst peers? Are there any children currently being excluded or racially harassed?
3. Reflect on your own personal thoughts and attitudes around the pandemic and it’s links to race. Are you being mindful of how your personal views can manifest themselves at work and filter down to the children in our care?
4. What can we do to as Educators, to ensure that all children feel a sense of belonging, safe and are comfortable with who they are?
5. What are we currently doing around inclusive practices and ensuring a sense of belonging in all our children? How can we extend on this to incorporate elements that we are currently facing as a result of the pandemic?
6. What works well? What strategies & programming ideas can we introduce to support children’s knowledge, understanding and celebration of diversity? How can we actively work towards non-discrimination on the basis of colour, race, culture, religion, language?

 
Below are some examples of what we are hearing children say, and behaviours currently exhibited during the COVID – 19 pandemic:

• Refusing to play with certain children because they will catch something from them.
• Comments and taunts about eating habits of children from particular cultural backgrounds.
• Racial name calling & taunting. Eg the Chinese flu
• Pulling faces to describe and express particular races and their features.

In these instances, it is evident that children are acting out and projecting learned behaviour. They have seen, heard or learnt some things from various sources including adults, siblings, peers or what they are exposed to in the media.

This is why it is paramount for us as adults to be mindful of what children are exposed to, and the language that we use around race. We are in a position to be good, positive role models and to keep an eye on what information our children are exposed to and the conversations they are hearing and having around the pandemic.

Responding to and dealing with racist, prejudiced or discriminatory behaviour, talking about difference and diversity is quite often a sensitive, confronting subject for adults to deal with. However, it’s important to deal with these issues when they arise, especially in these instances where the discriminatory behaviour is a by product of something learnt, and has consequences for the children that are being targetted. We have an obligation to teach all children in our settings that any form of discrimination is not acceptable and unkind.

We must instill a respect for diversity and as Teachers/Educators we are in the best position to plant seeds of harmony from a very early age.
​
When children are exposed to embedded inclusive programs that facilitate and demonstrate respect for all forms of diversity, we help nurture kindness, empathy, compassion and inclusive practices from a very early age. We are helping create future global citizens.

We can do our bit to eradicate prejudice in young children by helping create environments and delivering programs that are inclusive of all and help foster a sense of belonging and safety for all children. But we cannot do this alone – there needs to be an extension of this between the home environment and care & education settings. So part of our strategy may also need to focus on getting the families involved and getting this important message out there. Sometimes conversations need to be had with families about children’s behaviour and potentially working in partnership to deal with issues that arise. This might take the form of an article in a Newsletter, Information Sessions or Workshops for families or translated information.
  
What should we do if we hear children making discriminatory comments or exhibiting racist behaviours?

1. ​Do not to avoid or ignore discriminatory or prejudiced incidents or comments when they occur. 
   ​Act immediately, because immediate action gives the child a better understanding of your response if it is given straight away.
2. Respond clearly and honestly using simple language that engages with the child positively, rather than reprimanding them or giving lectures.
3. Use this as an immediate opportunity as a team, to reflect on your Service’s current inclusive practices, and extend on these to embed the concept of diversity, acknowledging differences, highlighting similarities amongst the children and saying no to racism or prejudiced behaviour.
4. Explore the concept of prejudice or bias in developmentally appropriate ways and use examples that young children will be able to better relate to, like “hurting our friends and their feelings when we say unkind things about them that are not true” or “making fun of their appearance” or “excluding them from play.” Ask the children how they feel when someone says unkind things about them or makes fun of their appearance. Focus on empathy, peace and harmony and rules that need to be followed to make sure everyone gets along, feel safe and a sense of belonging.
5. If a child has been exhibiting prejudiced attitudes or behaviours, ask questions to find out where this stems from and sensitively challenge any assumptions or stereotypes.
6. Use this as an opportunity to embed diversity and the diversity of cultures represented at your Service in your everyday programming. Build on your resources that positively reflect and depict the diversity of all the children & families represented at your Service.
7. Be sure to support the children who have experienced discrimination or prejudice. Listen carefully to what they have to say and comfort them. Encourage them to talk about how they feel and be positive about their culture and identity. 
8. Talk about your own experiences with the children. Share a story of a time you felt excluded, how you responded, what you learned from it, and how you wanted the story to end in a positive way.
9. Model respectful, inclusive behaviour. Children learn through observing adult behaviours. Be conscious of your words and actions when you interact with others. Educate through example. This is a powerful way we can help children learn empathy, helping and inclusive behaviours, working through conflicts and being respectful.
10. Encourage children to reflect on the effects of discrimination. Encourage empathy by asking children to imagine how they would feel. Find examples they can relate to, such as in books and personal experiences in their own lives. Intervene in conversations and talk about how some of these comments & behaviours may be hurtful. Seize these opportunities to get the children to reflect on similarities and differences, kindness, inclusion, diversity. Embed activities, programs and resources every day in all aspects of the centre program and service delivery that help combat racism in children and shape all children’s experiences and sense of belonging at your Services in a positive way.
11. Build respect. Encourage children to act, speak up and challenge discriminatory or racist behaviour when they see it. Help children recognise and take action against unfair behaviour or injustice. Help create future global citizens, Inclusion ambassadors and social justice warriors.

The early years are a critical time, where children are forming their identity and learning about others and the world around them. This is our opportunity to role model cultural inclusive practices and ensure that diversity is embraced and celebrated.  

Let’s use the pandemic, to work with our young to combat racism and embrace diversity from the early childhood years. As Teachers, Educators & Carers we are in a critical position to take steps, implement strategies and programs that ensure that no child is discriminated against, experiences prejudice in their learning environment and that all children live and learn harmoniously during this worldwide challenging time and beyond.. There is no room for racism, especially in our early childhood settings.
 
 
Resources:
Look out for our associated resources released over the next few weeks. with more practical ideas.

The Australian Human Rights Commission 2016 has developed a toolkit for early childhood educators on cultural diversity and responding to prejudice. The toolkit provides resources, examples of responses to difficult questions and concerns and links to educational frameworks & standards.
https://www.humanrights.gov.au/our-work/education/building-belonging-toolkit-early-childhood-educators-cultural-diversity-and
 
Suggested Books:
Hello – Tony Flowers (2016)
I’m Australian Too – Mem Fox (2017)
The Barefoot Book of Children – Tessa Strickland, Kate de Palma, David Dean (2018)
We Are All  Welcome – Alexandra Penfold, Suzanne Kaufman (2018)
Happy In Our Skin – Fran Manushkin, Lauren Tobia (2015)
Shades of People –Shelley Rotner, Sheila M Ketty (2009)
All Kinds of People – Shelley Rotner, Sheila M Ketty (2018)
 
References
Derman-Sparks, L (1992) . "The Anti Bias Curriculum. Tools for empowering young children." Washington DC: National Association for the Education of Young Children.
Lady Gowrie Child Care Centre, Sydney (1997) "Playing Fair."
York, S (1992), “Roots & Wings”, Redleaf Press, USA ​​

We hear many stories of cultural differences around child rearing practices that conflict between home environment and child care setting expectations. Some examples include feeding, toileting, sleeping arrangements, attitudes to play, school readiness and disability.
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In these instances, communication and information is the key. When we build strong, positive partnerships with families, hold cultural conversations, provide translated literature, or invite professional guest speakers to speak on these topics, attitudes usually change and mindsets shift.
​
Work through cultural challenges with open, flexible minds, collaborating or compromising with families and coming up with solutions that work for all parties. Create a sense of welcome, acceptance and belonging, where every child and family is visible and valued. Enable experiences that are meaningful, authentic and extensions of home environment.

What would it feel like as an adult migrating to a new country and having to start a new job immediately? 

Just imagine. You do not speak the language. You are not familiar with the new culture and practices. You are feeling  overwhelmed, disconnected and anxious in this new country and work environment.

If we would struggle as adults, just imagine how a newly arrived child or a child with little or no English and no experience in the education & care setting would feel.

This is why inclusion is paramount and inclusive practices matter.

It is important that we, as early childhood professionals and teachers establish strong cultural connections with our CALD children and families.  Doing so allows us to better tailor our programs, our support and inclusive practices around the unique needs of all our children.

There are many ways that we can ensure that our services are culturally inclusive and that we connect well with our CALD children & families, creating a sense of welcome and belonging for everyone. 

Below are some practical tips & strategies to add to your Cultural Inclusive Toolkit:

1. Do an assessment of how your Service delivers the EYLF principles, specifically in relation to cultural inclusion and diversity. 
2. Investigate the cultural profile of your service and develop strategies to build cultural bridges and support inclusive practice. What are the cultures represented in your child care and local community?
3. Conduct a cultural checklist to help you reflect on your current practices and identify both individually and as a team any gaps and barriers to supporting cultural inclusive programs. Consider strategies at various levels within your Service including communication, physical environment and practice, staff development, policy, service management and resources.
4. Have cultural conversations at your staff meetings. Make Inclusion a regular agenda item. Embark on an ongoing cultural competence journey.
5. Create an early childhood and education environment where positive and respectful opportunities are provided for all children.
6. Provide additional language support such as access to Bilingual Educators,  translated information and resources.
7. Provide opportunities for parent involvement and participation. Encourage your families to share information about their child and to provide insight into their culture and child rearing practices. Find ways to celebrate, include and encourage your CALD families to participate at your Service.  
8. Tap into Inclusion Support Programmes that can play a paramount role in supporting the settling in, social inclusion and better participation of your CALD children and families. 
9. Access ongoing professional development opportunities that can assist your Service to better culturally connect with CALD children and families.   
10. Develop linkages and partnerships with local ethnic and multicultural support services, compile a directory of services available for your CALD families and participate in local multicultural child, family and community services interagency meetings to maintain your cultural connections.

All these strategies ensure that the voices of all the children at your service are heard, particularly those whose first language is not English.
They also help create a sense of ‘Belonging’  for your CALD children  by providing and maintaining a safe, nurturing, familiar, predictable and culturally/linguistically relevant care environment, where they feel comfortable and safe in their experiences and identity.

DIVERSITY KIDS can provide support in all key areas suggested above!

As we highlight in our well known quotes:
“Before a child is able to Be, to Belong & to Become, they need to be included.” 
"There is Belonging, Being & Becoming. But Inclusion comes first."