Staff Workshop Topic: Exploring Identity

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Instructions for Workshop Leaders

1 Goals

• To focus on the importance of positive identity
• To gain skills in fostering children's positive sense of identity

2 In Advance

• Get a flip chart and a marker.
• Ask teachers to bring a pad of paper and pencil.
• As teachers read the handout, ask them to consider: What makes a good teacher unique? What is it about their teaching or their work with children and families that makes them unique? What have others done to help them recognize these qualities in themselves? What have they done to help colleagues feel valued?

3 Begin the Workshop

Working in groups of five, give teachers five minutes to list some unique qualities of good teachers (have them think of their teachers, colleagues-and themselves). Take another five minutes for teachers to share ways that others have recognized their special qualities and helped them feel more confident. Request that each group designate a recorder, who will take notes and report back to the entire group. As groups share, list everyone's responses on the flip chart.

When everyone has responded, look over the flip chart together. How do the points teachers made relate to the development of children's positive sense of self-identify? Guide the discussion to bring out this point: Teachers and other adults can help children feel respected as unique human beings and proud of the qualities that make them unique.

4 Summarizse and Take Action

Together, compile a list of reasons why a positive sense of identity is important. Now ask teachers for their suggestions for fostering a positive sense of identity in the children they work with. Also stress that recognition needs to be timely and descriptive. Consider sharing an example: A teacher told a child who was engrossed in her artwork, "That's a lovely painting." The child looked up and said, "You say that to everyone." What could the teacher have said to let the child know that she had really looked at and thought about the work?

Ask teachers to spend the next few weeks observing children. Then have them focus on a few and apply some of the suggestions you've discussed. If there is a child in their class who isn't feeling part of the group, ask the teachers to find ways to help that child feel that he belongs and is valued. Encourage them to consult colleagues for their ideas.

5 Follow-up

Meet again to share progress and concerns so teachers can help each other gain understanding and foster children's growth. Talk about any changes teachers have made to enhance children's positive sense of identity and feelings of belonging.

Take the time to remind staff that fostering positive self-identity also involves making sure children see themselves in their environment. Ask teachers to look closely at the materials in their rooms to determine whether a wide variety of racial, ethnic, and special needs groups are represented throughout the environment-in the block and math-manipulative areas, and in puzzles and board games, prints, paintings, and books. Make the point that even in homogenous groups it's important for children not only to learn about themselves but also about those who are different from them, so they begin to build acceptance, rather than fear, of others. Ask teachers to work together on this important goal.

Carol Seefeldt, PhD, professor emeritus of the University of Maryland, College Park, and visiting scholar at Johns Hopkins University, has worked in early childhood education for more than 30 years.

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