Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?

1. The Caedmon School Faculty
Rosetta Eun Ryong Lee
Seattle Girls’ School
Talking to Kids
About Identity, Difference, and Justice
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2. About Seattle Girls’ School
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3. Agenda
 Developmental Timeline
 Before You Talk
 While You Are Talking
 After You Talk
 Practice Time
 Questions and Answers
 Resources
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

4. Early Awareness of Difference
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Age Signs
6 months Can discern racial feature differences
3 years Awareness of own and others’ gender.
Beginning awareness of gender roles
5 years Desire to categorize – self, others
Curiosity about meaning of differences
Aware of biases
7 years Can regulate biases versus behaviors
Starting to parrot adult messages
3rd grade Are aware of societal stereotypes
cross group play can increase
5th grade Have internalized stereotypical messages
cross group play can decrease

5. Before You Talk
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
 Study up on other teachers’ curriculum and
responses
 Setting up teachable moments
 Identify and clarify where the school stands
 Initial verbiage
 Brainstorm follow-up questions
 Practice with others

6. While You Are Talking
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
 Find out what they’re actually asking/saying
 Find out why they’re asking/saying
 Respond straightforwardly
 Be mindful of emotion
 Be explicit about where the school stands
 Model and coach humility, delight, and
curiosity about difference
 “Great question” “What do you think?”
“You’re thinking about that, huh?” and “Let
me think about it some more”

7. After You Talk
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
 Go back to earlier
 Double-check their understanding
 Re-establish and clarify if needed
 Reconciling disagreements and other
messages
 Follow-up with alternate message givers

8. Practice Makes
Less Heart-Attack-Inducing
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9. Case Studies
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 A girl comes to class wearing jeans,
sneakers, and a sports jersey. She has very
short hair. Other kids start saying things like,
“Are you a boy?” “You look like a boy” etc.
 One student says to another, “You talk
funny.”
 You notice that kids are playing a game in
the playground “White people versus the
Brown people”

10. Take Aways
 What did you learn today
that was new, helpful, or
thought provoking?
 What are some goals or
strategies you would like to
apply with your students?
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11. Questions and Comments
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12. Presenter Information
Rosetta Eun Ryong Lee
6th Faculty and
Professional Outreach
Seattle Girls’ School
2706 S Jackson Street
Seattle WA 98144
(206) 805-6562
rlee@seattlegirlsschool.org
http://tiny.cc/rosettalee
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)