In a webinar, Professor Kylie Smith and Associate Professor Sonja Arndt from The University of Melbourne shared some of the findings from their research into diversity and equity in early childhood education.
Recognising and celebrating a wide range of cultural and gendered identities and expressions supports children, families, and teachers to have a strong sense of belonging and connection to the early childhood community. It is important that everyone can recognise themselves in the environment, and feel safe, acknowledged, and respected. Children and families who are migrants, as well as children and families who identify as LGBTQIA+, may be particularly vulnerable to experiencing discrimination. Identity is not static or fixed: people can choose to silence or not to share cultural and gendered practices and aspects of their identities if they do not feel safe to do so. As you develop relationships with different people and build trust, they may then reveal different things about themselves.
Gender diversity and diverse gender identities are really complex, and include those beyond the traditional binaries of male and female, such as transgender, non-binary, and non-conforming gender identities. From a social justice perspective, one important aim is for all children to have opportunities to engage with a variety of materials, people, relationships, and behaviours that aren’t restricted to stereotypes and expectations associated with their gender identity.
Culture, and cultural identities, are equally complex. What is often recognised as ‘culture’ or ‘cultural’ are more visible and tangible things, such as traditional dress, food, and language. These aspects might be thought of as the tip of the iceberg of culture, with many important and deeply meaningful values, beliefs, and orientations occurring below this surface level. The term culture can be understood differently by different people, but often refers to the way that people live their life, which is influenced by their history and the intersecting experiences that have led them to live their life in a certain way.
Child-centred practices and free play are not neutral practices that provide equal access and opportunities to all children. By the age of 3 or 4 years old, children demonstrate very clear understandings, often in very binary terms, of what it means to be a boy or a girl within a given culture, and what behaviours and play styles are permitted. They are often willing to police or monitor each other’s behaviours, which means that in play and child-centred curricula, children’s choices are not neutral, but have values laid into them. Although environments may offer opportunities to all children, some children may hold beliefs about their gendered and cultural identities that make it difficult for them to engage in particular ways.
Incorporating some reflection on the gendered and cultural norms you see at play as you observe children is an easy way to begin a practice of responding to children’s diverse gendered and cultural identities and their influence on how they engage in the setting. As teachers observe children at play, they might reflect on who is playing where, and with whom, and what they are playing. They might note who is being included and who is not, which roles different children take, and the storylines that are being enacted. This might help raise teachers’ awareness of the way in which children’s play can be reinforcing very stereotypical gendered and cultural norms.
Teachers and educators are continually role modelling their attitudes and orientations towards gender and cultural diversity to children. Teachers might also observe the way that they notice and speak about children when they are playing outside of gender norms. Even when this is positive, such as noticing and being positive about a boy’s play with dolls, it can highlight normative gender roles by positioning those behaviours that sit outside gender norms as unusual. Teachers might also observe the way they respond to their colleagues’ and family members’ use of their own non-dominant, cultural practices and languages in the early childhood setting. Teachers might challenge their understandings of the cultural activities that they promote in the centre, including those related to the celebration of cultural festivals. They might reflect on whether they have understood and captured the deeper meanings and purposes of those celebrations, rather than just the ‘fun’ parts (colourful clothes and tasty food).
To develop better support for and understanding of diverse children and families, it is most important that teachers start with themselves, aiming to understand their cultural beliefs and assumptions and the ways that these play out in their actions and interactions with others. This means reflecting on all beliefs and where they come from, and recognising that, for example, what is defined as a good childhood or a positive identity for us may be different for others depending on their gendered and cultural background and experiences. It means recognising and challenging the assumptions that we hold about others because of their gendered and cultural positioning.
Before thinking about the ‘how’ of supporting children’s and families’ diverse gendered and cultural identities, teaching teams should reflect very deeply on why they might want to do so. Given the sensitivity of this topic, being able to articulate why the early childhood setting is promoting diversity is extremely important. Teaching teams can review their philosophy statement, codes of conduct, and policies, aiming to be really explicit about their perspective on diversity, using legislative documents and curriculum frameworks as a stimulus for discussion. Simply stating ideas about respecting and promoting diversity is not clear enough. Strong policies in which the intent and commitment regarding the promotion of diversity is clear can provide leverage for teachers when tricky situations come up. It also supports prospective families and teachers to understand whether a given early childhood service is for them (where there is a choice of centres).
Being able to talk about our gendered and cultural identities is a really important part of creating a safe environment. Teachers can then perhaps begin conversations with other teachers before talking with children and families about their understandings of their cultural and gendered identities. This can be a long process which can involve teachers becoming vulnerable and raw with each other, but it needs to start with the self. It is possible that, as one teacher opens up to share their beliefs and understandings, this will give others the confidence to do the same. These are the kind of conversations which enable our understandings about others and ourselves to be constantly questioned and renegotiated. Taking an uncertain and unknowing stance can be difficult for teachers who have fought hard to have their professionalism as early childhood educators recognised and respected.
Families often really value teachers opening up to them about negotiating their own and others’ gendered and cultural identities, and the way that teachers care about their responses and feedback. Families can then feel free to open up and offer their perspectives and experiences when they are ready.
Children can benefit when teachers raise questions and provoke interesting conversations with children about gendered and cultural differences and stereotypes. If teachers are alert to children’s comments that reveal gendered and cultural assumptions, they can ask questions such as ‘who decided this isn’t for girls?’. Conversations such as these can become part of daily conversation.
Teachers and leaders should recognise the complexity and difficulty of this social justice-oriented work with children and families with a range of diverse cultural and gendered identities, and allow time for looking after themselves, as well as not getting it right all the time.
