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November 14, 2025Journal of Childhood Education & SocietyOpen Access

‘Why don’t we teach loving who you are?’ Exploring the need for a positive racial literacy programme for young children

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Authors

STShaddai TemboDJDenisha Jones

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Overview

Qualitative analysis from a focus group reveals racial identity work requires institutional support in early childhood settings.

Key Points

  • Educators highlighted the significance of conversations about race and identity in early childhood settings, emphasizing the need for structured discussions.
  • The focus group, which included early years practitioners from England, Wales, and the United States, identified challenges in implementing racial literacy initiatives.
  • Supporting young children's racial identity through institutional frameworks and intentional pedagogy is essential for fostering belonging.
  • Concerns were raised regarding the disproportionate reliance on minoritised staff to address racial identity work in educational settings.

Cite This Study

Tembo et al. (2025) studied this question.

synapsesocial.com/papers/692519a7c0ce034ddc353ef8https://doi.org/10.37291/2717638x.202563670
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1“If you don’t care about your color, you don’t care about yourself.” Young children's racial literacy praxis in everyday contexts2025
  2. 2Talking to young children about race: Using research evidence to move the needle in early childhood educational practice and policy2024
  3. 3Supporting equitable and anti-racist practices in early childhood programs: a framework for starting differently2024 · 2 citations
  4. 4A critical race theory analysis of top-down and ground-up regulatory documents in early years practice2025
  5. 5Creating innovative Canadian approaches to anti-racism in early childhood: Transformative practices for addressing and disrupting racism2025