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Running head: PAPER 3

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Fabiola Nunez

Pacific Oaks College

Professor Sabio

Spring 2018

HD 459
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Race and Ethnicity is a major part of a person’s self and how they relate and process the

world around them It is how they form their identity and self-worth. Children are aware of their

culture and race beginning at age three years old. This is why it is vital for educators of young

children to discuss these differences in an open and respectful way. “Researchers have found that

between the ages of 2 and 5, children not only become aware of racial differences but begin to

make judgements based on that awareness.” (Pelo pg. 18)

Children are not only aware of their own race but also the race and ethnicity of those

around them. They are aware of how those people similar and different from themselves interact

and therefore form ideas of how people are treated. According to Rita Tenorio, as cited by Pelo

(2008) her favorite activity was one where the class had the opportunity to share their differences

and similarities. This is a great activity to do with children while discussing the complexities of

race and ethnicities. She also had the children discuss if they had ever heard people say “mean”

things about people’s skin color. Each child had examples they had heard of they had been told.

This topic lead to a variety of discussions that not only included race and ethnicity but also

academic work like math and map lessons.

In our class we had a similar experience when we created our cheerio selfie. We each had

a different point of view when creating our selfies and we each chose different color cheerios.

This is a good activity to do with children because they are going to be able to see how skin is

made up of different colors put together and that no two people have the exact same combination

even if they are related.

In my son’s classroom the teacher had the children make a family tree. The children all

brought pictures from home and put them up on the tree. When the tree was completed they were

able to see the differences and similarities between their families. The teacher and the children
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had a discussion on what the children share and what makes them different. The children were

able to point out that some had their mom and dad, some had siblings, and some were only

children. The children had fun pointing out what they saw that was different and what they saw

was the same. In Tenorio’s story, the children had a similar activity they created except they

were able to add their favorite things like food, or hobbies. This sharing creates a bond between

the children and helps them know more details about their classmates.

Children are naturally curious and observant by nature, so it is up to those around them to

help guide them into becoming tolerant individuals by allowing open honest communication

about race and ethnic differences. Children gage how to navigate the world around them based

on their own experiences and those they observe, that is why educators need to be aware of what

they teach and how they react around children.

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Reference
Derman-Sparks, L. & Edwards, J. O. (2010). Anti-Bias Education: For young children and
Ourselves. NAEYC, Washington, D.C.

Pelo, A. (2008). Rethinking Early Childhood Education. Rethinking Schools Publication, Ltd.

Sparks, L. D. (1989). Anti-Bias Curriculum Tools for Empowering Young Children. Washington,
D.C.