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One of the resources that we at Exchange are proudest of is our book Hearing Everyone’s Voice: Educating Young Children for Peace and Democratic Community.  This invaluable resource was edited by Susan Hopkins with significant contributions from over 70 other early childhood professionals.  We are proud of this book not only because it provides practical guidance in promoting values we believe in, but also because it is so rich in terms of ideas, examples, stories, songs, and resources.  Today we are sharing a longer than usual section of this book that addresses how to support children in their efforts to comprehend the experiences which touch their lives -- experiences such as Katrina and the Iraq War.

“How are opportunities provided for children to make sense of the world as they see it? . . . .

“The very first step is to set up an environment in which children can trust and take charge of their play:  areas for dramatic play, blocks, creative expression; fluid materials such as water, paint, sand trays, and so on.  Children need time to fully develop their skill in creating new ideas.  All in all, we’re talking about empowerment; about setting up environments for children in which they have some control and responsibility.

“Second, set about making time to observe and listen to children in order to develop awareness and understanding of their issues, concerns, and interests . . . . Watch as they bring props into the play, as they select materials, as they set up their own play environments to work out themes.  As an observer, please do not intrude or ban certain types of play unless a safety or respect issue is involved . . . .  Observe the themes children work out in their play such as power, safety, inclusion/exclusion.  Notice the roles children take: the patterns in their interactions such as submission to others, becoming the victim, peacemaker, or controller.  And, of course, be aware of the feelings being expressed and worked through . . . .

“Careful observing and listening will lead the adults into planning how to meet the children’s need to understand the issues that affect their lives.  The third step in the process is to help children integrate their concerns into play.  For example, after the ‘civil unrest’ in Los Angeles several years ago, the four year olds at Cal State Fullerton Children’s Center were taking small blocks into the dramatic play area to create police radios.  They were empowering themselves to call for help in a scary situation such as they had seen on television.  We brought out firefighting clothes and tools, helped children make radios if they wished, and encouraged lots of verbal interaction about fears, roles, and what to do.

“As the theme evolved over several days, the play became more sophisticated and a hospital was set up by the children for the victims.  The adults were constantly watching and listening to be able to more fully support the children with materials, discussion, and encouragement.  Different roles were tried, problems were solved, and feelings were shared . . . .

“The children worked on these issues for weeks, gradually moving on to other concerns as they felt more comfortable about the ‘civil unrest’ and its impact on their lives.  Such events in our society do give us unique opportunities to work with children to develop some of the skills and qualities needed to be effective members of a democracy.  Children are aware of the world around them, as it directly affects them.  It’s important that adults include them and help them resolve their concerns in ways which are appropriate for their level of development.  Inclusiveness is basic to democratic practice and therefore it is our role to determine how the children are feeling and what their concerns may be relating to a significant event.  It's important not to ignore them or make them feel that they cannot participate when critical events occur.”

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