Bias about age can affect old and young alike, and all stages in between. But two groups of people probably experience it the most. The first, and most obvious perhaps, is the elderly. Distorted views and representations of them lead to and reinforce stereotypes.
These implicitly suggest that the physical and mental capacities of older people are inferior, because of their age. In the wider scheme of things, the institutionalised bias that results from this may be a significant factor in the way that our society often excludes older people from satisfying work and keeps many of them impoverished and viewed as useless, dependent citizens.
Institutionalised Bias
Jane Lane writes that institutional discrimination 'is not usually the result of deliberate individual action. It occurs when long-established practices and procedures, which may be official or unofficial, either fail to acknowledge the implications of our diverse society, or combine with thoughtless (often unconscious) prejudice, stereotyping and cultural assumptions to produce discrimination.'
This is true of all areas of equality and diversity and in all institutions, such as health, education and law enforcement. We might like to believe that age discrimination in the workplace, for example, is a thing of the past, yet we know it still happens.
It is possible for individuals who work within the institution (such as social workers, doctors and early years practitioners) to believe that they are not personally prejudiced, but, as Jane Lane says, 'their failure to recognise or challenge forms of discrimination within the institution means that they are part of institutionalised discrimination'.
Not only do we need to be able to recognise it ourselves, but as early years practitioners, we also have a responsibility to empower the adults of the future to challenge institutional bias all its forms.
Stereotypes
Even though we know that the stereotypes about age aren't true, they continue to exist. Think of some of the stereotypes of older people that our children come across everyday in stories and books: 'Little old ladies', sitting in rocking chairs? 'Little old men', bent over a walking stick? Grey haired, frumpy-clothed people who spend all day gardening, baking or knitting?
Of course, there are positive stereotypes too, such as older people of great wisdom, warmth and comfort, particularly when they are portrayed as grandparents. But what do we have in mind when we tell a story about a 'granny'? Someone with grey hair in a bun, wearing spectacles and a pinny? Probably not an athletic 40-year-old in a tracksuit, though she is just as likely to be the grandmother of a child in your setting as any other female figure you could describe.
The same is true of grandfathers. And a man or woman in their forties and fifties with grey hair could just as easily be a child's parent, as be their grandparents.
But does it really matter that much? Do we need to change the 'little old man' and 'little old woman' pulling up that enormous turnip into 'the sprightly elder statesman' and the 'dynamic older woman'? Of course not. But we do need to ask ourselves some searching questions about our personal attitudes to age and ageing, and the impact this has on the children we work with.
We need to find ways to tip the balance the other way and enable children themselves to challenge stereotypes and feel positive about ageing. After all, one day they will be old themselves, hopefully.
Make the most of children's curiosity about ageing and use some of the following facts or 'truths' to counteract stereotypes.
- Lots of older people continue to be physically and mentally active, living full and interesting lives. This has always been the case, but is even more likely nowadays as a result of such changes as medical advances.
- Most children are not afraid or bored by older people until influenced by negative stereotypes and distorted storylines.
- Many older people are very involved and active in their communities, sharing their expertise and learning new skills.
- Many problems faced by older people are caused by injustice in society rather than by age itself. It is true that some may be lonely and unhappy, but the reasons are often linked to the discrimination, poverty and isolation that comes with the stigma that our society attaches to age - not because being old itself makes a person unhappy.
Teenagers
The other age group that is frequently portrayed in a negative light, sometimes even demonised, is the teenager. Even very young children quickly absorb that teenagers are dangerous or tiresome and that grown-ups complain about them a lot - quite a lot to live up to if you are a five-year-old with only a few years to go before you get there yourself!
The stereotypes of Harry Enfield's 'Kevin and Perry' characters are commonly accepted, and for good reason, as any parent of a teenager would probably testify. However, the problem is more complex than just the comedy of recognition.
Being able to recognise (and affectionately poke fun at) common aspects to this tricky stage of life is perfectly acceptable - and indeed, healthy. But if stereotypes and references to teenage anti-social behaviour are all our children hear, then how can we expect them to have an unbiased perception of this age group? It matters because these children will one day be teenagers themselves. It is hard enough being a teen without having to fulfil the prophecy of just how awful you are going to become!
On his website, www.enjoyparenting.com, Scott Noelle writes about 'the trickle-down theory of human kindness' and how he feels our modern-day society has lost sight of this. He describes an older 'primitive' culture where 'adults appreciate and support the delight of adolescents, who delight in the joy of pre-pubescents, who enjoy entertaining younger children, who love to carry babies and play with toddlers.'
This sliding scale of kindness ensured that the most vulnerable got what they most needed and also had to give the least, while those who gave the most also benefited from the joy of giving.
In contrast, he describes his view of current society where adults tend to be frightened of adolescents, who look down on pre-pubescents who, in their turn, disparage younger children as 'babies', who end up competing with the genuine babies for the same scarce love and attention that no-one feels they are getting enough of.
Once again, this points to negative bias arising from feelings of threat and a fear that one's own needs won't be met. Our identity and self-esteem about our own age shouldn't be based on the oppression and negative bias shown towards people in other age groups. The message we want to give our children is that being comfortable and joyful about our age is what matters - at whatever stage of life we find ourselves in.
Act Your Age
One thing we know about most young children is that from as young as two or three, they can become very focused on how old they are, and they are eager to get to the next birthday. This is natural and an important feature of the developing self. Despite this, we soon begin to realise that we don't change dramatically the day after our birthday and that growing up is a gradual process.
Unfortunately, society and our educational system put a lot of emphasis on the benchmarks associated with age. Some of these can be useful as milestones of development, but some are artificially constructed and not universally recognised.
For example, in contrast to children in the UK, children in other European countries are not expected to be reading and writing until after the age of seven. Similarly, we begin our school year in September, which artificially dictates that a child born in August is somehow a year older in school terms than one born a day later in September!
If we are to keep the 'Unique Child' at the centre of our understanding of the EYFS, then we must be ready to reflect on our own preconceived ideas of what is age-appropriate teaching and learning. Getting to know our children really well, so we can tune into them and their stages of individual development, is crucial. Each new child we work with teaches us something new about child development. Every new day with the same child teaches us even more.
ASK YOURSELF ...
About your attitudes
- Think of common sayings that make reference to the process of getting old. For example: 'You can't teach an old dog new tricks', 'There's no fool like an old fool', 'Ripe old age', 'Age before beauty'.How disparaging are they of older people and the age process? Are there some that sound positive? For example: 'Old and wise', 'Old head on young shoulders'.
- Use these sayings as a starting point for team discussions about unthinking attitudes that are often expressed about older people and the ageing process.
- Collect some media references to teenagers. You will probably find some positive as well as negative, but are any neutral? Is being a 'good' teenager all about not being a bad one? Remember that 'teenager' is, in reality, an age span, not a description of attitude or behaviour. What was your experience as a teenager? What do you think it feels like to be a teenager in a society that seems to be scared of you?
- Are your interactions with children's teenage or older family members as respectful as with children's parents?
- How do you react to comments that are dismissive of elderly carers/teenage parents and their abilities?
- In storytelling, do you tend to overuse such phrases as 'little old man/woman'?
- Do you find yourself adding 'old' as an automatic description when it isn't essential to the storyline - for example, 'wicked old witch' or 'grumpy old man'? Witches don't always have to be old - or dressed in black. (This is another stereotype we will look at more closely in the article on race and ethnicity.)
- Remember, anti-bias practice is not about banning the use of such terms. It is about raising our awareness of where bias exists and reflecting on the most appropriate ways to challenge it.
* ASK YOURSELF ...
About the enabling environment
- How do you sensitively support and challenge children and adults when they make stereotypical comments about age?
- How often do you look at your books, DVDs and so on to ensure there is a balance of positive images to counteract stereotypes of elderly people?
- How do you encourage children to challenge and question whether the stereotypes match their experience?
- Do you make a point of displaying and reading books with positive messages about older people and their skills, or that challenge stereotypes about teenagers?
- Do you involve grandparents and older members of the community in your setting, using their skills and expertise as volunteers? Can you involve local teenagers (particularly boys) in the same way?
- How often do you encourage older volunteers to get involved in physical activities? Many will enjoy opportunities for vigorous dancing, chasing, climbing, skipping and ball games.
- Do you have photos of children's extended family in photo displays and personal albums? Be sensitive to children who may not have access to older members of the family, either through distance or circumstances such as family break-ups.
- Do your puppets and small-world figures reflect a range of ages? This can be a tricky one if the only way of identifying how 'old' a puppet is by their grey hair. Think about how you can introduce the topic of age into role play and drama, and encourage the children to explore with you how this might look and sound.
MORE INFORMATION
- Wolpert, Ellen (2005) Start Seeing Diversity: The basic guide to an anti-bias classroom. Redleaf Press
- Lane, Jane, Young Children and Racial Justice, National Children's Bureau
- Brown, Babette, Combating Discrimination: Persona Dolls in Action (Trentham)
- See also 'More information' in 'Equality and Diversity, Part 1', Nursery World, 24 September
Part 4 on Sexual Orientation will be published on 17 December
RESOURCES
When you can't find the resources you need, make your own.
- Build up a resource bank of pictures of people of all ages (from magazines, newspaper colour supplements catalogues, etc). Always be on the look-out for ones that portray a diverse range of people doing non-stereotypical things. Laminate the best ones and use them for a variety of different activities and to stimulate discussion.
- Use them in displays or notices around the setting. Give them speech bubbles to liven up everyday notices and reminders. Using images in this way helps increase familiarity with diversity, and is a great way of stimulating conversation and discussion.
- Play games where you arrange the people into a life sequence, starting with an image of pregnancy through to old age. Don't worry too much about making an accurate time line - the purpose is to prompt discussion, to probe children's assumptions and gently challenge where appropriate.
