Race and Ethnicity

Equality & Diversity

Race and ethnicity

At around the age of three, children may well ask how they got their skin, hair and eye colour. They will recognise differences in skin tone and wonder why terms such as ‘black’ and ‘white’ are used to describe shades of brown and pink.

Some research evidence suggests that at around the age of four, children from minority ethnic groups may start to express unhappiness with their appearances as they realise that being white is given greater value.

Children are very good at recognising difference and talking about it. It is often adults who find it difficult. Recent research in the US has explored the fact that most white adults prefer not to mention skin colour when describing someone. This is called ‘strategic colour blindness’ and develops out of an anxiety NOT to cause offence or be seen as racist.

The sad fact is that this reticence merely reinforces the sense that there is something inherently negative about skin that isn’t ‘white’. Research went on to suggest that very young children were comfortable asking questions or talking about skin colour, but soon absorbed the adult discomfort and changed their behaviour accordingly.

Suggested Resources

 PERSONA dolls (who are representative of a variety of races) provide an effective way to implement anti-bias work and to help children ‘unlearn’ biased attitudes.  Provide paints, crayons etc. in the full range of flesh tones. Use the colours to paint wooden blocks and playdough as well as for drawing and painting.  Make ice cubes with flesh-toned paints and mix them together as they melt.  Make hand templates of all skin tones, laminate them and connect them together on a key ring. Play games matching them to people’s hands or faces.  The more children develop positive associations with dark colours, the greater the likelihood that this attitude will start to prevail. Make angels and fairy costumes in rich dark colours and dress the witches in pink.  Provide coloured paper other than white for drawing on. This prompts all children to colour in faces / skin tones and to search for appropriate colours.  Teachers could answer ‘black’ or ‘brown’ when asked their favourite colour.

A Nursery environment that support equality and diversity:

 Does it explore a range of festivals, cultural events and traditions in a way that doesn’t present them as ‘exotic’ and belonging only to ‘other people’?  How well does the nursery ensure that images on the walls / books and all resources reflect the diverse nature of society?  Do the resources project a balanced image of people living in other parts of the world ie. Not everyone in India is poor; people in Africa don’t only live in huts.  Support children in how to use unfamiliar role-play items and clothes.  Take care that unfamiliar artefacts are treated with care and respect and that black dolls are loved and cared for.