# data[].attributes.body
be critical thinking global citizens that challenge discrimination and prejudice through an understanding and awareness of the behaviours, practices and processes that create injustice in the world.

# data[].attributes.headline
Example: Will they think we have a racism problem? 

# data[].attributes.subject
Example: Will they think we have a racism problem? 

# data[].attributes.body
Your setting has always supported “equality” and “diversity” but never explicitly made anti-racist commitments or developed policies for an anti-racist culture. Colleagues worry that others may think there is a racism problem in your ELC and that parents might complain if it is addressed as anti-racism.

Racism is embedded in our society and if we don’t experience it, it doesn’t mean it doesn’t exist. It is a good, pro-active move to develop an anti-racist culture and to call it by its name. Your setting is leading and providing an example to others. This will improve the learning environment for all children and help convince parents that they have trust in your ELC. Think about ways to involve parents in the process. Explain why and what is being done to develop an anti-racist culture.

# data[].attributes.body
experience a curriculum that meaningfully recognises and fairly represents the rich and diverse communities in Scotland and beyond.

# data[].attributes.body
be empowered to bring about new ways of being together in the world by valuing and promoting empathy, solidarity and shared humanity that is often disrupted by systemic racism.

# data[].attributes.body
be supported to reflect on positionality, privilege and power, and to unlearn bias, prejudice and divisiveness.

# data[].attributes.body
provide opportunities for children to find similarities and differences and explore reasons for differences?

enable all children to share their lived experience and be listened to respectfully?

explore from where and why we form our ideas and challenge some of these?

explore diversity in nature, considering the ways in which all plants and animals are different and special and we need to look after them all?

# data[].attributes.body
Children C and R are making fun of child Fs name and deliberately mispronouncing it

Ask children C and R how they would feel if someone made fun of their name or mispronounced it. Why would they feel like that? How do they think child F feels?

It is important that all children’s names are used correctly and it is not ok to give a child a nickname if the name is deemed ‘hard to pronounce’. This respect for names should be modelled by adults working in the setting and corrected when used wrongly by other children.

# data[].attributes.body
Children can ask curious questions about race. Try to respond to the child even if you feel uncomfortable or unsure. Responses and questions that may support you to do this are, for example:

what would you like to know or talk about?

do you have any questions about this that we could find out about together?

we are all different in the way we look and behave and the things we like and dislike.

we might look different on the outside because we have different levels of something called melanin. If you have white skin, you don't have much of it in your body and if you have brown or black skin, you have more of it.

# data[].attributes.body
Try to find opportunities to host interactions about race. Storybooks are a good starting point and some ideas for this are on the Experiences Padlet. Responses and questions that may support you to do this are, for example:

where did you get your idea about that from? Could we find a book to help us find out more or check our understanding?

# data[].attributes.body
understand and enquire into Scotland’s role in historical world events, including trans-Atlantic enslavement and colonial histories, and their continuing impact today.

# data[].attributes.body
learn about and investigate past and present events in a way that amplifies under-represented perspectives and stories.

# data[].attributes.body
open up thinking about why people move to live in different places?

explore different places where Scottish people have gone over time and continue to go?

discuss why people come to Scotland, now and in the past?

explore the idea of choice - when do people choose to move to a new place and when do they have no choice? Are all people free to move to new places?

discuss feelings about what it might be like to move to a new place?

explore how we can make new people feel welcome?

# data[].attributes.body
encourage children to imagine perspectives that have not been explored yet?

allow children to give their own perspective and ideas on topics?

speculate on other or missing perspectives?

help to show that we all have our own perspective and experiences but that others do too, and we should respect this?

open up thinking about possible reasons for why some perspectives are missed out?

# data[].attributes.body
feel safe and confident to co-design their curriculum from their personal perspectives and those of the wider world.

# data[].attributes.body
seek out all voices and perspectives within the setting?

explore different ways that children like to learn, find out and interact with each other?

encourage children to identify what is missing from the setting and why this might be?

involve role play where children can take on different perspectives to think critically and problem solve?

# data[].attributes.body
explore racism and negative ideas about non-white people?

provide opportunities for children to learn about what to do when they see or experience racism or any kind of violence?

discuss strategies and tools for speaking up for themselves and others?

enable children to reflect on what we mean by fair and unfair?

support children to consider if fairness means everyone should be treated the same?

# data[].attributes.headline
Example: All skin colours are beautiful 

# data[].attributes.subject
Example: All skin colours are beautiful 

# data[].attributes.body
One of the children says to another child with brown skin, “I don’t want to hold your hand, it’s dirty”. When questioned further you discover that the child thinks that there is something bad about skin unlike theirs.

You talk to the children about how we are all different and also the same, and that everyone’s skin is beautiful and a different colour. Encourage children to look at their skin and see that they all have different skins colours and tones. Ask them to find coloured pencils and paints for their skin tone. There are many stories and picture books which can support this conversation. For older children you can explain that we all melanin in our skin. If we have more melanin we have darker skin.

This video can be used for guidance and professional reflection: https://youtu.be/l_TFaS3KW6s

# data[].attributes.attachment_link.title
Is My Skin Brown Because I Drank Chocolate Milk? | Beverly Daniel Tatum | TEDxStanford

# data[].attributes.headline
Example: Why can't I find angels which look like me? 

# data[].attributes.subject
Example: Why can't I find angels which look like me? 

# data[].attributes.body
A child ask: Why are the angels in picture books always white?

Explain that angels come in all different colours and shapes and sizes. Invite the children to find any books with black or brown angels in them. Look at the books in your setting wwith the children and see what you can find. There are more picture book examples on the experiences padlet

# data[].attributes.body
L is with her friends at the art area, sitting around a table with practitioner Ms. E. She is laughing and asking to see Ms. E’s hair under her headscarf/ hijab.

Ms. E explains happily to L that her hair is there underneath but that the scarf is part of her, how it has a special name and meaning and how she expresses herself. She goes on to share that she does take it off, but not when she is at nursery. L’s friends also share that their mums also wear hijabs and that they have a lot of different colours and patterns.

# data[].attributes.headline
Example: Why are the plasters all pink? 

# data[].attributes.subject
Example: Why are the plasters all pink? 

# data[].attributes.body
A child of colour cuts their finger and the ‘skin coloured’ plaster they are given is pink.

Step into the conversation. Wonder with the children why the plasters in the box aren’t mixed in colours so that everyone can find one like their skin tone. Would they prefer plasters which were multicoloured and not skin tone coloured? Is there anything they can do to make sure everyone in the class has a choice about the plaster they have?

# data[].attributes.body
Everyone is white in my setting so we don’t need to do this.

Understanding and learning about racial socialisation is important for all children so that, as they get older, they can better navigate the world around them. It is important that children are able to function in a diverse society and do not have to rely on racial stereotypes and misinformation. There is more information on how to approach this in the Whole Setting section.

# data[].attributes.body
support young people to take turns when expressing their views and listen to and understand the views of others?

explore how to manage disputes?

practise using ‘I-messages’ to respond to disputes instead of replying with another put-down (I feel sad when you call me names so stop.’)?

offer opportunities for children to recognise and celebrate positive qualities and actions of their friends?

# data[].attributes.body
learn that everyone has a right to be safeguarded from racism and discrimination, and will be empowered to challenge any infringement of this right.

# data[].attributes.body
enable young people to share their lived experiences and for these to be listened to in a non-judgemental way and taken seriously?

show empathy and acknowledge the seriousness of what young people share and how it has affected them?

use the language of rights to discuss how we all have the right to be kept safe and treated fairly?

explore and co-create clear procedures for what we should do if friends are being treated unfairly or if we feel we have been treated unfairly?

# data[].attributes.body
open up discussions about what children understand by power?

reflect on different powers that children have as individuals in the setting?

explore why working together is a really powerful way of getting things done and making changes?

think about different ways children can use their powers positively in the setting to help others?

explore when people have power over children? When is this appropriate and when is it not?

discuss ways we can find out things about people, places and things when they are new to us and we don’t know about them?

# data[].attributes.body
learn the difference between individual and systemic racism, their impacts, and how they intersect or connect with other types of injustice.

# data[].attributes.body
initiate conversations about race rather than waiting for children to bring it up?

support all children to learn about their racial group so that they develop a sense of security in their racial identity?

promote self-worth and worth of others?

challenge racial stereotypes and negative attitudes towards race?

show equal value and appreciation to all racial identities when differences are observed?

enable children to speak up and know they will be heard if they experience racism?

# data[].attributes.body
Child S is constantly touching child F’s hair which is black and tightly curled. Child F gets fed up and complains that child S is pulling her hair.

Explain to the children that hair can be all different colours and textures; curly, straight, thick and thin. It is one of the things, like skin colour, which makes us special and who we are. It is also not ok to touch people’s hair or make fun of it. Talk to the children about having boundaries around their bodies.

# data[].attributes.body
R’s hair covering has slipped off his topknot and he asks one of the practitioners Ms B to re-tie it on. Another child asks “Why does he wear his hair like that?”

Ms B explains that R is a boy (and how boys can have long hair too just as girls can have short hair), and that his hair is a special part of him and that covering it is part of his belief as member of the Sikh religion. R shares the name of his head covering and also shows off his bangle which he has recently been given and that it’s also special.

# data[].attributes.headline
Example: Parents views are in conflict with the EL setting. 

# data[].attributes.subject
Example: Parents views are in conflict with the EL setting. 

# data[].attributes.body
A parent expresses to you that they do not want their child/ren to be taught about different festivals/ religious occasions such as Diwali or Eid. They accuse the staff of “brain-washing their child” claiming that we live in Scotland and should be learning about Scottish culture, religion  and traditions.

Explain that Scotland is now a diverse society with people from a range of ethnic backgrounds. Explain that as part of the learning in the centre you celebrate a variety of different festivals and encourage children to share their heritage and learn about each other. Explain that you also celebrate traditional events such as Burns night and Christmas and that there is a place for all these events in your setting.

# data[].attributes.body
One of your colleagues confidently asserts “I don’t see colour, everyone is equal in my eyes.”

If we don’t see colour then we are denying people a key part of their identity and the opportunity to celebrate who they are. By acknowledging colour we are also acknowledging the specific barriers that BPoC people face within society.  Encouraging children to talk about race and can help them develop a positive racial identity.

# data[].attributes.headline
Example: supporting families arriving in  Scotland 

# data[].attributes.subject
Example: supporting families arriving in  Scotland 

# data[].attributes.body
One of your colleagues expresses that they find it hard to talk or give feedback with the parent of one of the children and states “She can’t speak English very well, so what am I supposed to do…”

Sometimes we need more time to engage with parents as they might be different from us, be unfamiliar with the way the setting works or require extra support due to speaking a different language. Are there ways they can build a relationship with the parent? Find out what is important for them? Do they need to access a translation service?

# data[].attributes.body
Please ensure photo permissions have been sought before uploading images containing children. Thank you

# data[].attributes.body
Developing positive sense of self is very important at this age. Encourage all children to develop a positive awareness of their culture and race. Responses and questions that may support you to do this are, for example:

this is the story of my family and where I come from (practitioner shares)... What do you know about your family?

In my family, we celebrate (practitioner shares cultural celebrations and special days)... Are there special days that you and your family like to celebrate? Tell me about them! Could we celebrate these here with our friends?

# data[].attributes.headline
Professional Reading and Resources: Conversations about Race with Children

# data[].attributes.subject
Professional Reading and Resources: Conversations about Race with Children

# data[].attributes.body
Book: We Wish We Knew What to Say

Article: Proactive Conversations with Young Children