The language of race in the Early Years

What does racism in the Early Years look like?

Racism for children in the Early Years is not only overt acts like name-calling, but also something embedded within institutions and wider systems of society. This systemic racism has real consequences for minoritised children and families from the earliest stages of life. Black women are four times more likely to die in pregnancy and childbirth than their white counterparts, and non-white staff are underrepresented in Early Years settings.  

The importance of intentional language when talking to children about race

Language choices in Early Years settings carry significant weight, as the words used to describe race, identity, and communities directly shape how children and families experience belonging.

Liz Pemberton emphasises moving away from deficit-based terminology (e.g. "deprived") toward language that locates accountability within systems rather than individuals. She cautions against grouping terms like "BAME" that erase nuance across diverse communities.

Why colourblind approaches are harmful

A colourblind approach when working with children (the idea that "we don't see colour" or that "all children are the same") is dismissive and actively harmful. This approach denies the reality of racism's impact on children from birth and prevents educators from recognising or responding to that impact.

Representation in resources and the ability to see themselves included and celebrated in the learning environment are essential components of equitable early childhood practice. We must actively support children to feel that they're celebrated and they belong.

Anti-racist practice as a lifelong, embedded commitment

Anti-racist practice is not a destination or a response to specific events but must be woven into the daily fabric of Early Years provision. It may help to think of it in the same way as safeguarding and first aid training, as ongoing professional responsibilities.

Educators are encouraged to flex their "anti racist muscle" continuously through reflection, correcting mistakes, and engaging with diverse communities beyond their immediate physical environment.

Children's racial identity and the role of the educator

Children learn about race and begin forming racialised identities at a very young age. Educators play a critical role in responding to children's questions and expressions about race in affirming, age-appropriate ways.

Rather than being stunned into silence, educators are advised to lean into resources and listen to the voice of the child and their lived experience. We can respond to questions about race and racism with curiosity, labelling behaviours rather than children when addressing incidents.

Decentering and practitioner positionality

Practitioners, particularly those racialised as white, are asked to actively decenter themselves, positioning themselves as learners rather than instructors. Sitting with discomfort is a prerequisite for meaningful change.

Identity intersections, including race, gender, and faith, are highlighted as shaping both how practitioners deliver their work and how young children and families experience the setting.