Early Level:
Principle 3
Our children will learn about and investigate past and present events in a way that amplifies under-represented perspectives and stories.
This principle is about ensuring all children see themselves represented in stories, songs, images, activities and interactions. It is about actively seeking out perspectives that are often left out or hidden from historical and present day contributions to society.
It seeks to ensure perspectives are not Eurocentric and tell only one, incomplete story.
Unpacking the principle
Questions and considerations
Do spaces…
enable learning about contributions past and present of Black and Brown historians, scientists, explorers and leaders?
support learning about stories of Scottish people and their contributions?
provide images and books that present stories of Black and Brown from their own perspective?
Do interactions …
encourage children to imagine perspectives that have not been explored yet?
allow children to give their own perspective and ideas on topics?
question 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?
consider reasons for why some perspectives are missed out?
Outdoors and Construction: loose parts and construction resources can provide opportunities for children to build, create and explore things that they would like to be and do in the future. Images of Black and Brown explorers, scientists and artists can be displayed and books such as those shared below can be made available for children.
Read Mae Among the Stars by Roda Ahmed. Discuss: What did Mae dream about? Why was Mae disappointed after her day at school? What did her mum tell her to remember? What do you dream about? What would you like to be and do when you grow up?
Suggested Activity: share and talk about images of other Black and Brown scientists, astronauts and explorers, finding out about their dreams and what they did . For example, Matthew Henson, first person to stand at the North Pole, or NASA mathematician, Katherine Johnson (See Counting on Katherine, Helaine Becker). It is important to remember not to focus solely on the idea of the first Black or Brown person to do different things. Engineers, doctors and leaders in all cultures and heritages exist now and in the past.
Spaces and experiences
I am included.
I am respected.
I am responsible.
SHANARRI Indicators(s)
Article 8: I have the right to an identity.
Article 29: I have the right to an education that will encourage me to live peacefully, protect the environment and respect other people.
UNCRC Article(s)
Home/Community Links and Opportunities for Parent/Carer Participation
Invite grandparents, older relatives or carers into the setting to share stories from their past. Consider whether interpreters, cultural liaisons, transportation costs and appropriate refreshments will be required when planning for this.
Explore past events in the local community through monuments, street names, local landmarks or museums, for example.
Key Things to Note
Whilst this principle seeks to ensure that all children see themselves represented throughout the learning environment and experiences, this is also essential in predominantly or exclusively White Scottish early level settings. Such settings are not representative of the rich diversity of Scotland as a nation and the learning experience is an important part of preparing children for participating in the wider Scottish community and the world.
Given egocentrism is often present at this developmental stage, children may feel that other people see, hear and feel the same as them and find it difficult to understand that other people can have different perspectives on the same situation.
The practitioner can facilitate discussions and interactions to suggest that other perspectives exist, encouraging children to consider what these might be. Using stories, books, foods and languages from different cultures, countries and communities are important tools to ensure an understanding of different perspectives becomes part of the children’s everyday reality.
Unpacking the principle
Do spaces…
enable learning about contributions past and present of Black and Brown historians, scientists, explorers and leaders?
support learning about stories of Scottish people and their contributions?
provide images and books that present stories of Black and Brown from their own perspective?
Do interactions …
encourage children to imagine perspectives that have not been explored yet?
allow children to give their own perspective and ideas on topics?
question 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?
consider reasons for why some perspectives are missed out?
This principle is about ensuring all children see themselves represented in stories, songs, images, activities and interactions. It is about actively seeking out perspectives that are often left out or hidden from historical and present day contributions to society. It seeks to ensure perspectives are not Eurocentric and tell only one, incomplete story.
Spaces and Experiences
SHANARRI
Indicator(s)
Questions
and Considerations
Outdoors and Construction: loose parts and construction resources can provide opportunities for children to build, create and explore things that they would like to be and do in the future. Images of Black and Brown explorers, scientists and artists can be displayed and books such as those shared below can be made available for children.
Read Mae Among the Stars by Roda Ahmed. Discuss: What did Mae dream about? Why was Mae disappointed after her day at school? What did her mum tell her to remember? What do you dream about? What would you like to be and do when you grow up?
Suggested Activity: share and talk about images of other Black and Brown scientists, astronauts and explorers, finding out about their dreams and what they did . For example, Matthew Henson, first person to stand at the North Pole, or NASA mathematician, Katherine Johnson (See Counting on Katherine, Helaine Becker). It is important to remember not to focus solely on the idea of the first Black or Brown person to do different things. Engineers, doctors and leaders in all cultures and heritages exist now and in the past.
I am included
I am respected
I am responsible
UNCRC Articles(s)
Article 8: I have the right to an identity.
Article 29: I have the right to an education that will encourage me to live peacefully, protect the environment and respect other people.
Home/Community Links and Opportunities for Parent/Carer Participation
Invite parents to join a learning walk around the setting to offer ideas for items which could diversify the setting and ensure authenticity of representation. Consider whether interpreters would be required for this activity and think about considerations around timing and travel expenses so that this opportunity is accessible to all parents and carers.
Consider families that do not engage: why do they not engage? What attempts are made to continually extend invitations? Could networking opportunities be provided which would enable the setting to become a familiar and beneficial environment for both parents/carers and children?
Learn how to pronounce and write, including symbols, accents or strokes, children’s and parents’/carers’ names correctly. Greet children in their home language.
Key Things to Note
Key words from this principle are meaningfully and fairly. This principle is about embedding the children’s experience of rich and diverse communities in the everyday life and routines of the early years setting. It is not about emphasising ‘otherness’ or exoticizing other cultures and communities and should not be explored solely through ‘culture/diversity days’ or only at times of religious celebrations, for example. It is also important to avoid reinforcing stereotypes through images and stories which provide a single story and do not paint the complete picture.