STAR : Points to Consider When Selecting Resources

"Promoting diversity, inclusion and equality for all children"

Registered Charity No. 1023528

Points to Consider When Selecting Resources

Books/ puzzles/ posters

Who is represented? Are the images mainly of white people? Do they reflect the multiracial society we live in?
Illustration quality. Are skin tones, physical features, hair texture and styles accurate?
Are black people shown in stereotypical roles e.g. Black nurse, Asian shopkeepers
Are black people shown in a tokenistic way - as incidental with non-active roles
Are Black people shown as 'exotic' rather than living everyday lives? Are there stereotypes of different national/racial groups? E.g. Caribbean people at Carnival etc?
What language or script is being used? Use of a variety of scripts can develop children's knowledge and respect for other languages as well as support the learning of bilingual children.

Home corner/ domestic play

The various communities living in Britain must be equally represented e.g. there needs to be a range of meal settings, cooking and serving equipment such as chopsticks and woks, chapatti boards from India, ladles and steaming baskets from China and Japan as well as baskets and wooden spoons used in many parts of Africa
'Food' used by children should come from all over the world.
Dressing up clothes - a variety of everyday clothes, special occasion clothes and work clothes. Also include fabrics and patterned materials.

Dolls/ people figures

Find black dolls which positively portray different physical features
Look for realistic skin tones, aiming to have several in different tones of brown
A range of dolls with a variety of clothes to dress them. Baby dolls with a range of bedding and shawls allow children to explore the different ways families carry and handle babies.
Dolls representing people with disabilities now available. Have a range of ages - baby, teenager, adult, so children can explore different roles

Music

Rhymes, songs, rhythms and musical instruments should reflect a wide range of cultural styles. It should include vocal music, background music, music for movement and dancing and lullabies.
Children's awareness of a whole range of sound needs to be encouraged.
Instruments should come from all parts of the world and be given their original names.