Positive identities

Children acquire information about themselves as they grow into the roles that await them. The relationships formed with influential adults and the messages received from them are central to the formation of a positive identity.

For a child, identity formation is about coming to understand who they are and where they fit into the wider world. It is about whether they and their families and their wider community are valued and effective participants in today's society, or are excluded from the material and social benefits of the state. What is important for young children is whether they are encouraged to develop their interests and abilities, or are shaped by the effects of discrimination because of the limited expectations of others.

TARGETS OF BIAS

Children may become targets of discrimination and bias if they are seen to be different, for example, if they:

* are physically different (skin colour, weight, etc.)

* dress differently

* behave in what is perceived as a 'difficult' or 'abnormal' way

* are from poor social backgrounds

* belong to a minority cultural, ethnic or religious group

* have English as an additional language

* communicate with difficulty

* have a physical, sensory or mental impairment.

This list is not exhaustive. It is perfectly possible for a white child from a wealthy background to be prejudged if they are in a setting where they and their families are seen as different from the majority group and resented. This is not an argument for segregation in terms of privilege - it only further highlights the relevance of anti-discriminatory practice for all staff in types of settings,

BEING THEMSELVES

The formation of the unique identity, which all of us possess is a complex and dynamic process, central to childhood that may be modified throughout our adult lives. Children are never just one thing. How can they be? Our current society, structures and mix of cultures are complex and diverse. This is why if we are going to tackle discrimination, it is crucial that we take a holistic view of identity and the individual child.

Take the example of two four-year-olds, Madelaine and Jo. Madelaine comes from a white working class family while Jo's family are black and middle class. Both girls come from strong communities and supportive families that want their children to do their best in life. Both girls are likely to benefit from the self - pride that is generated from belonging to a strong community, but the reality is that they are likely to experience very different opportunities and obstacles in life. And although their life experiences will be different, gender discrimination may still affect both.

Try this Focus on one or two children with whom you have contact. Record the ways in which your setting supports the child's developing sense of personal identity. Record what you think the child is learning about his or her group identity from your setting.

ON DIFFERENCE

Louise Derman-Sparks (see page 17) has usefully summarised the main body of research in this area as follows:

* Young children are aware of physical differences and variations and wonder where they fit in from the age of two.

* From as early as two and a half, they may show signs of pre-prejudice - that is discomfort with physical differences.

* By the age of two and a half they are beginning to be aware of the cultural aspects of ethnic identity - for example, the different roles men and women have in families.

* At around the age of three, children may well want to know how they got their skin colour, hair texture and eye colour. They will wonder if skin, hair and eye colour remain constant. They may get confused about racial group names and the actual colour of skin, and why two people of different skin tones are considered part of the same group.

* Around the age of four, children from minority ethnic groups may express unhappiness with their appearance as they realise that being white is given greater value. White children may express discriminatory views.

What is important to remember is that while young children recognise that difference exists and are curious about it, they seldom make value judgements without the influence of adults.

Try this Consider how you might address the following situations:

* Two children refuse to play with a black doll because they say it is 'dirty'.

* A child in your group refuses to hold hands with a traveller child.

* A child in your group asks if another child's disability is 'catching'.

* A three-year-old girl in your group says, 'I'm going to be a man when I grow up'.

SELF-ESTEEM

Early years educators at all levels generally agree that poor self-esteem is detrimental to learning and personal, emotional and social development. A negative self-image and a sense of isolation can stifle the confidence needed for an enquiring young mind to explore and make sense of the world, particularly in relation to the developing self.

For individuals to develop self-esteem, certain prerequisites are crucial. These include close early attachment and loving relationships with parents, family and carers. In reality, many children's family experiences fall short of this ideal and there is little we can do. We can, however, address the other prerequisites.

These are the provision of a safe base from which to explore the foundations of emotional literacy, and positive relationships with peers. Alongside are consistent caring and boundary setting and a positive 'can do' environment where achievements are valued.These are the invaluable contributions that early years settings can make.

We must provide environments that welcome children and families and value what they bring to the learning situation. It is only in such an environment that trusting relationships can thrive and the isolation and alienation that many families and children experience can be reduced.

Try this Look closely at your home corner and observe the children at play. What are the children learning about the following: Being a boy/girl? Disability? Families? Their own culture? Other cultures? Their own/other communities?

Look at how boys and girls use the area and what roles they take on. Think about what you can do to encourage acceptance of difference and diversity Try this Persona dolls are dolls with individual personal histories made up by carers. They can be used to introduce anti-discriminatory concepts and activities. They are often child-sized and unique. The dolls can be used to tell stories, discuss feelings and answer questions; introduce ideas about difference in terms of culture, skin colour, gender, disability, family structures. (See Resources Directory here, and Nursery World, 27 April 2000, page 28.)