Background
to the
Research
- The experience of those
working with preschool children contradicts our long held assumptions
that these children are not capable of being sectarian. Anecdotal evidence
exists of children aged three and four entering nurseries already exhibiting
a set of sectarian ideas and attitudes. Moreover there is a body of
research which has conclusively shown that children of this age are
capable of holding prejudiced beliefs more generally. The aim of this
book is to examine the issue of sectarianism among preschool children
and to begin a debate about whether community relations work with children
of this age is desirable.
Research
Approach
- The author sets out firstly to define the
meaning and nature of sectarianism and to consider the role of community
relations in combating it. He then turns to the body of existing research
on the subject of sectarianism and children.
- He focuses on research since the 1970s
on the effects of the conflict in NI on children's attitudes and behaviour.
The youngest children involved in these studies were around five or
six years old.
- Research on children and ethnic prejudice
was also considered. This research was concerned mainly with their attitude
to 'Race' and 'Racism'.
- Research with younger children carried
out recently in Israel was considered of particular relevance. The research
was on preschool Israeli children's attitudes towards Arabs.
Main
Findings
- From about the age of two onwards, children
in NI have the potential ability to develop an awareness of one or more
of the categories, 'Protestant', 'Catholic', RUC, Soldiers, IRA and
so on (although perhaps not using those precise terms).
- From around the age of three onwards,
children are able to develop negative attitudes about some of the categorisations
they have developed.
- Such initial negative categorisations
provide the basis upon which children will develop more elaborate understandings
as they grow older and are exposed to wider socio-cultural influences.
- The main sources of information upon which
preschool children will base their categorisations are their immediate
family, television and to a growing extent, their peers.
Conclusions
- Any community relations strategy must develop
a learning environment within which existing sectarian attitudes are
challenged.
- Preschool children need to be encouraged
to appreciate and value similarities, diversity and difference in all
of its forms.
- The development of counter balances among
young children in relation to those from another section of the community
should form part of a much broader community relations strategy.
- Much potential exists for encouraging
preschool children to adopt a 'moral' code of behaviour with which they
can regulate their own and others' sectarian behaviour.
- It is important to encourage prosocial
behaviour among preschool children.
- The key to building an environment which
encourages prosocial behaviour among preschool children is to ensure
that it is child-centred (that the children are given responsibility,
are encouraged to think for themselves and to work co-operatively).
- We should encourage children to reflect
upon and to challenge sectarian behaviour. They can understand the negative
consequences of their actions in terms of how it makes others feel.
These issues may best be addressed through story telling and discussion
sessions.
- It is desirable that a community relations
curriculum for preschool children be developed as part of an overall
strategy to combat sectarianism. The general principles have been identified
and separated into three main areas: 1. Encouraging children to appreciate
the similarities and value the differences that exist between themselves
and those from the other main traditions. 2. Addressing and challenging
the existing sectarian attitudes and behaviour that may exist among
children. 3. Developing the broader social skills necessary for children
to foster mutual respect and understanding of each other.
- These guidelines are offered as a means
of stimulating further discussion and debate. Research has shown that
ill-prepared strategies can actually cause more harm than good.
- Finally, the author concludes, "the question
is not whether there is a need for a community relations curriculum
for preschool children but what it should look like in practice and
how it should be developed? These questions need to be addressed in
an open and inclusive manner through a wide-ranging debate involving
parents, preschool workers, educationalists and the wider public."
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