3 Identities across boundaries

Figure 3 How do children see themselves?

Show description|Hide description

The image shows a nursery garden laid to concrete. In the background there is a fence and hedging. In the foreground 5 children dressed in winter coats are standing around a red foam mat, each holding part of the mat. The children seem to be trying to move the mat, and are struggling to lift its weight. To the left of the image a child is walking away from the camera, pushing a toy pushchair. In the background, an adult wearing a red coat is walking towards the group of children.

Figure 3 How do children see themselves?

In Section 1 you considered the value of supporting children’s transitions by listening to their perspectives and supporting them to be active participants in new settings. Inviting children to bring special objects that reflect their interests, from home or other settings provides an opportunity to listen to their ideas about their identities. Often referred to as boundary objects, these physical objects such as a special toy, book or treasure bag of items can be carried between the boundaries of home and setting, and their meanings shared with others. By listening to children’s perspectives, practitioners can highlight connections between children’s identities and opportunities to build on their interests within the new social community. Remember listening can involve asking the child about their special object or for some children watching how they play or respond to it.