Guest Post: Black History Month - Reclaiming Our Narratives in Early Years and Childcare
*The following guest post represents the author’s personal view and does not necessarily represent the view of the Birmingham Early Years Networks (BEYN) as a whole. Any issues or questions arising from the content of this post should, therefore, be directed to the author and not BEYN.
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Black History Month 2024: Reclaiming Narratives
We are moving into October and Black History Month, and I wonder how we might start a conversation around Black history and what that might mean to our children.
The title itself is problematic for some… But how do we share Black history with the children and make it relevant for them?
This Black History Month (BHM) 2024 we embrace the theme Reclaiming Narratives; taking control of our stories, celebrating our heritage, and ensuring our voices are heard.
The Power of Books
We as early years and childcare practitioners have long recognised the power of books as a vehicle for teaching.
Books open that treasure chest of imagination, they help children to relate to and understand their feelings, and they can provoke language and stimulate conversations.
Book sharing can be such a comforting and enjoyable part of our day, having three or four children snuggle near, on cushions, a favourite book being shared, the interaction can be magical.
It would seem then that the 2024 theme for Black History Month is perfect for early years and childcare.
Are the Voices of Our Black and Brown Children Being Heard?
How do we ensure our children’s voices are heard and represented within the setting?
Take a look at your existing resources, do your resources go beyond dolls and ‘special paper and paints’?
Do your books go beyond those that depict culture, countries, and nationalities?
To ensure our children’s voices are heard we must provide them with a rich variety of books which show Black and Brown children in a positive light.
We perhaps all have the wonderful Handa’s Surprise by Eileen Brown, but just how relatable is that to the children in your setting?
Does your ‘Home Corner’ offer cultural representations? Whether that be providing mats to sit on (not only a table and chairs) or having spice bottles/jars etc, different hair tools or equipment, different clothes/hats... the list is endless!
Simple things allow children to see that they are reflected in the environment and that they 'belong'.
Perhaps next time you are doing your book order or taking a visit to the library, think about books which best represent our children.
Books which have Black or Brown main characters, books which show Black or Brown families telling everyday stories, and doing everyday things, not necessarily books that show culture/country/nationalities. Whilst these are important and have a place in our book spaces, its important to ensure that our resources represent the children and families in our communities.
Talk about Black and Brown characters in your resources in a positive light and prepare yourselves for questions about race.
How can we put right misconceptions about race? Better to be prepared than not and stumble over a difficult question.
Bring your parents along with you; they are best placed to talk about their lives and share their cultural artefacts!
However, if you don’t have diverse parents or staff, how can you put yourselves in conversations about race? Are there other resources which could support you to think about race and positive representation?
We are incredibly fortunate in Birmingham to have a rich diverse community not far from our front doors, which includes the Early Years’ Service; we would certainly welcome a conversation!
✉: eyduty@birmingham.gov.uk | ✆: 0121 675 4996 (Monday – Friday between 9am & 5pm – closed during Bank Holidays)
Blog author: Janice Blanchette, Acting Senior Early years Inclusion Officer, Birmingham City Council
Janice is a mother of two grown children and has worked in Early Years in some capacity since she was 16:
“Over the years, I’ve worked in a number of our inner city nurseries and have been part of some of the groundbreaking research and learning our city has been part of; from longitudinal studies such as EEL/BEEL/ACE to researching the Reggio Emilia and Te Whariki approaches.
“Whilst I no longer work directly with children and families, I feel that my current role allows me to advocate for children.”