Early Level:
Principle 9
Our children will 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.
This principle looks at supporting children in the development of the skills, values and attitudes that will allow them to understand and stand up to racism. These include empathy and showing
sensitivity to other people’s feelings, listening to others, taking turns to express views, participating in group activities, managing disputes and helping others. It is about speaking up for what is right, imagining and reshaping new ways of being together.
Unpacking the principle
Questions and considerations
Do spaces…
provide opportunities where children can work in groups to play, solve problems and cooperate?
provide games and activities that require turn-taking and sharing?
enable children to take ownership of their environment and think about what they need to do for each other in order to participate fully?
encourage cooperative play outdoors?
Do interactions …
support children 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?
offer opportunities for children to recognise and celebrate positive qualities and actions of their friends?
Spaces and experiences
Outdoors: working as a team can help children to bond and form friendships. Group activities in which children work together to solve problems such as den-building or gardening allows children to become aware of the need to care for each other and their environment. This is a good space have discussions and learn about each other’s needs.
Children also explore taking risks, learning from mistakes and trying new things. Children from different cultures will interact with the natural environment in different ways and being outdoors together is a good way to share and explore this. Some children may require more support, such as choosing appropriate clothing, manipulating different objects or physical actions such as tree-climbing.
Game: A picture of an animal, flower or vehicle, for example, can be cut into pieces so that pairs of children each have a piece. The practitioner should keep one piece! Ask pairs to look at their piece and work out what the picture is. Ask if their piece is any good on its own? Allow time for pairs to put together the image, laying their pieces on the ground for everyone to see. Ask children if the picture is finished. Why not? Add the last piece to the picture. Is that better? What did we have to do to make the complete picture? Could we make the picture on our own? Was anybody’s piece more important than anyone else’s? What would happen if someone refused to add their piece to the picture? What could be done about this?
I am included.
I am achieving.
SHANARRI Indicators(s)
Article 29: I have the right to an education which will help me to use and develop my talents and abilities. It should also help me to live peacefully, protect the environment and respect other people.
UNCRC Article(s)
Home/Community Links and Opportunities for Parent/Carer Participation
Starting with the interests of the children, seek out opportunities to connect with local groups, organisations or individuals working to bring about positive change in the local community. Nature walks in the local community support respect and care for the natural environment.
Contributing to a whole setting initiative/special day/development can bring about a sense of solidarity and belonging. Ensure such occasions are accessible to all families and that everyone’s contribution is valued equally.
This principle will be supported through the opportunities that children have to work together, learn from each other and develop a respect for both people and planet. Rather than explicitly trying to teach skills and values of empathy and cooperation, for example, opportunities for turn-taking, problem-solving, sharing and conflict resolution in different spaces across the setting will support children to develop these key skills of global citizenship.
Key Things to Note
Unpacking
the principle
Do spaces…
provide opportunities where children can work in groups to play, solve problems and cooperate?
provide games and activities that require turn-taking and sharing?
enable children to take ownership of their environment and think about what they need to do for each other in order to participate fully?
encourage cooperative play outdoors?
Do interactions …
support children 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?
offer opportunities for children to recognise and celebrate positive qualities and actions of their friends?
This principle looks at supporting children in the development of the skills, values and attitudes that will allow them to understand and stand up to racism. These include empathy and showing
sensitivity to other people’s feelings, listening to others, taking turns to express views, participating in group activities, managing disputes and helping others. It is about speaking up for what is right, imagining and reshaping new ways of being together.
Spaces
and Experiences
SHANARRI
Indicator(s)
Questions
and Considerations
Outdoors: working as a team can help children to bond and form friendships. Group activities in which children work together to solve problems such as den-building or gardening allows children to become aware of the need to care for each other and their environment. This is a good space have discussions and learn about each other’s needs.
Children also explore taking risks, learning from mistakes and trying new things. Children from different cultures will interact with the natural environment in different ways and being outdoors together is a good way to share and explore this. Some children may require more support, such as choosing appropriate clothing, manipulating different objects or physical actions such as tree-climbing.
Game: A picture of an animal, flower or vehicle, for example, can be cut into pieces so that pairs of children each have a piece. The practitioner should keep one piece!
Ask pairs to look at their piece and work out what the picture is. Ask if their piece is any good on its own? Allow time for pairs to put together the image, laying their pieces on the ground for everyone to see. Ask children if the picture is finished. Why not? Add the last piece to the picture. Is that better? What did we have to do to make the complete picture? Could we make the picture on our own? Was anybody’s piece more important than anyone else’s? What would happen if someone refused to add their piece to the picture? What could be done about this?
I am included.
I am achieving.
UNCRC Articles(s)
Article 29: I have the right to an education which will help me to use and develop my talents and abilities. It should also help me to live peacefully, protect the environment and respect other people.
Home/Community Links and Opportunities for Parent/Carer Participation
Starting with the interests of the children, seek out opportunities to connect with local groups, organisations or individuals working to bring about positive change in the local community. Nature walks in the local community support respect and care for the natural environment.
Contributing to a whole setting initiative/special day/development can bring about a sense of solidarity and belonging. Ensure such occasions are accessible to all families and that everyone’s contribution is valued equally.
Key Things to Note
This principle will be supported through the opportunities that children have to work together, learn from each other and develop a respect for both people and planet. Rather than explicitly trying to teach skills and values of empathy and cooperation, for example, opportunities for turn-taking, problem-solving, sharing and conflict resolution in different spaces across the setting will support children to develop these key skills of global citizenship.