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and generally do not change unless altered by significant events (Wham, Barnhart, & Cook, 1996). It is really not surprising that children notice physical differences among people very early in their lives. Physical variations such as skin color, hair color, and hair texture (curly, straight, fuzzy) are observable and tangible. They are hard not to notice! Young children see that dogs and cats have tails and four legs, but are different in other ways. They notice at an early age that the things adults call flowers actually come in many shapes and colors. Just as young children notice that humans come in a range of sizes (babies, children, adults), they see that people comein different shapes and colors as well. Often, the characteristic that children are quickest to recognize is skin color. This certainly makes sense...skin is the biggest observable part of people! During the early years, children learn and grow at a rapid rate. One of many important areas of development during these years is a sense of self. In early childhood, the development of a positive selfidentity is closely related to how a child feels about his or her physical characteristics (Wardle, 1992). In the preschool years, the observable physical self is an important component of children's emerging knowledge of self and of others. Children's early awareness of self is based on their own activities and the results of those activities (I can build a tower. I can knock it down. I can make things happen!) as well as on awareness of physical categories and gradations of self such as size, gender, hair color, and skin color. Subjects & Predicates It is really not surprising that children notice such physical differences among people very early in their lives. Physical differences such as skin color, hair color, and hair texture (curly, straight, fuzzy) are observable and tangible. They are hard not to notice! Later in childhood, characteristics such as likes, dislikes, and personality traits become increasingly important components of children's knowledge of self and others as well. In the preschool years, however, these less tangible aspects of self are harder for children to think about and consider. When describing themselves and others, young children tend to focus on the concrete and the observable: On characteristics that can be seen and touched (Damon & Hart, 1988). Respond to Curiosity and Promote Respect Early experiences can help children develop positive attitudes toward persons of different racial groups (Fry, 1994). Caring adults 24 Volume 37, Number 1 DIMENSIONS OF EARLY CHILDHOOD Winter 2009
can sensitively respond to children's natural curiosity about the differences they observe among people. Adults can help children explore their ideas, curiosity, and feelings about physical differences such as skin color, hair texture, and facial structure. Guided opportunities to sort through ideas and feelings can help protect children from racist attitudes that can endanger their self-concept and/or lead them to reject those who are different from themselves. A proactive, anti-bias approach (Derman-Sparks and the A.B.C. Task Force, 1990) can promote the development of positive selfconcept and comfort in interacting with a wide range of people. An approach based not on color-blind denial, but rather on color-filled celebration, acknowledges that physical differences do exist, and they are fine and natural. Reconsider the three scenarios described at the beginning of this article. In each of these situations, how might a skilled teacher respond in an open, supportive, way? How might the adult acknowledge children's natural curiosity, and facilitate positive attitudes toward human diversity? In the first case, for example, a more helpful response may have been, "Heejeong's eyes look different from yours, don't they, David? She has beautiful sloped brown eyes. You have beautiful large blue eyes. How about Sophia's eyes? Look in the mirror, Sophia...you have two eyes also! How do your eyes look?" Because young children focus on the concrete and the observable, and because they are engaged in the all-consuming work of making sense of their world, children comment upon and ask questions about those differences. Their healthy curiosity and questions cannot be ignored. Subjects & Predicates Guided opportunities to sort through ideas and feelings can help protect children from racist attitudes that can endanger their self-concept and/or lead them to reject those who are different from themselves. A proactive color-filled celebration approach seeks to • enable children to develop ease with, and respect for, physical differences • help children become aware of the shared common physical characteristics that make everyone human beings • enable children to feel pride, but not superiority, about their racial identity • provide children with accurate, developmentally appropriate information (Derman-Sparks, 1990) Children use their inquiries to help them sort out who they are, and how they are the same as and different from other people (Pulido-Tobiassen & Gonzalez-Mena, 1999). Taking an activist approach to teaching respect for diversity means that adults intentionally encourage children to talk about their curiosity, rather than taking a passive, colorblind denial stance. A proactive color-filled celebration approach seeks to • enable children to develop ease with, and respect for, physical differences Winter 2009 DIMENSIONS OF EARLY CHILDHOOD Volume 37, Number 1 25
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