Studying Our Identity: A Child’s Perspective
“Ensuring that every child feels a sense of security and belonging within the school enables each child to accept and participate actively in transforming situations that are part of learning experiences.” - Loris Malaguzzi, early childhood educator and founder of Reggio Emilia Approach
Identity has been a school wide focus this year across our classrooms. Studying identity strengthens the connection between home and school, values the child as an individual, and communicates a sense of belonging in the school community. As educators, we noticed that the child’s concept of self is interwoven with their relationships to loved ones and friends. Much of our initial study has been asking children to look closely at themselves or classmates and notice the unique features that make us each special. These conversations have also been supported by sharing aspects of ourselves that are not able to be seen that also make us special, such as values, characteristics, talents, and hobbies.
The Best Part of You, a beautifully illustrated book with black and white photographs, was read and students were asked: What is the best part of you?
“I like my feet, so that I can walk.” -Cameron, age 5
“My hands because I like coloring with them.” -Ava, age 4
“Mine is my ears. I like the curves and the bumps. I love hearing stuff, like ‘r-r-r-r-r’ (engine revving)!” -Nolan, age 5
“I like my hands so I can eat bananas.” -Kayn, age 4
“I love my hair because my sister did it.” -Millie, age 2
“I love my hair because I just love it.” -Luke, age 3
“My chin because I can do this (open and shuts mouth).” -Cristian, age 3
“I love my hand because of my bracelets.” -Stevie, age 2
“I love my elbow. I just love it because it swings.” -Finn, age 2
Children were given opportunities to represent their classmates through a variety of mediums including sand, clay, watercolor, tempera, loose parts, and photographs on the light table. We intentionally offer diverse materials, referred to as languages in the Reggio Emilia Approach, to allow children ample time to explore the concepts and also an opportunity to gravitate towards the form of expression most meaningful to them.
“I love playing with Ava in the playground, scaring the boys.” -Emerson, age 5
“I drew Jackson. He plays with me. I will call Jackson to see.” -Landon, age 5
“Landon, that looks like me. I will draw you with curly hair.” -Jackson, age 5
“Gavin is a really good friend. I love playing with Gavin.” -Piper, age 5
Through this study of identity, children interweave who they are as individuals with who they are in context to others: family, loved ones, teachers, and friends. They are given an opportunity to consider what makes them special and to communicate, express, and celebrate those strengths and unique gifts. Most importantly, children are offered a sense of belonging through a message of love, acceptance, and respect.