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."