Tuesday, December 3, 2013


Experiences we have (or don't have) as children shape our attitudes as adults. During childhood, our attitudes are molded directly and indirectly by the race, ethnicity, and status of the people around us (i.e. teachers and classmates, parents, colleagues and friends, salesclerks, doctors, nurses, waiters, house cleaners, construction workers, the unemployed, the homeless, etc.). By age twelve we have a complete set of stereotypes about every ethnic, racial, and religious group in our society.

We can choose to actively influence our children's attitudes. With our encouragement children will test and think through their beliefs about race, ethnicity, and religion. They are unlikely to ask the necessary hard questions without our help. It is up to us to take the initiative!

Children care about justice, respect, and fairness. Squabbles about sharing, concerns about cliques, and problems with playmates-the daily trials of childhood-reflect their active interest in these social issues. So do the questions children ask, when they feel safe enough to ask them.

One important gift we can give our children is to create a family in which difficult issues like racism are openly discussed. By talking openly and listening without censure, we can learn about our children's concerns and help them find connections between larger social issues and their own life experiences.

You can start at the beginning. Children ask questions as soon as they can talk. Even toddlers wonder about similarities and differences between people. "Why is Kenny's hand dirty?" a white three-year-old asks as he shares a sink with a black child.

Preschool children ask questions born of basic curiosity about the world. Simple answers delivered without upset, shock, or anger will provide them with the information they need. "Kenny's hands aren't dirty. His skin is a different color than yours." You can use questions like these as a starting point for simple conversations and games that encourage children to notice and enjoy the ways we are all different and the ways in which we are all the same. The answers children require will change as they grow and develop.

Five-to eight-year-olds begin to place value judgements on similarities and differences. They often rank the things in their world from "best" to "worst." They like to win and hate to lose. They choose best friends. They get left out of games and clubs, and they exclude others-sometimes because of race, ethnicity, and religion.

When children begin school, their horizons expand and their understanding of the world deepens. We can no longer shelter them quite as effectively. Even for graduates of preschool or day care, attending elementary school means more independence in a less controlled environment. Children are exposed to a wider range of people and ideas. They also experience more bigotry!

Between five and eight, children are old enough to begin to think about social issues and young enough to remain flexible in their beliefs. By the fourth grade, children's racial attitudes start to grow more rigid. Our guidance is especially crucial during this impressionable, turbulent time.

More at  - http://www.civilrights.org/publications/reports/talking_to_our_children/

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