Approaches to Reduce Bullying

Empathy Dolls

Respecting Difference Through Role Play

We want children to understand and relate to people who may be different from themselves because of their ethnic origin, physical or mental disability Our empathy dolls initiative encourages children to talk about people's differences so they begin to understand and accept them.

What is the Purpose and Value of Using Empathy Dolls?

Foreward

MARILYN BOWLES - LEICESTER PRACTITIONER AND TRAINER

Empathy dolls allow young children to empathise with a range of experiences, cultures and religions which may be similar or differnt from their own.

They provide a safe environment for sharing opinions, views and problems and finding ways to deal with these issues through sharing ideas with each other, thinking of solutions together and learning about best responses e.g. 'tell a grown up you can trust' . . . . . (until they listen and respond to you).

The basic principle of empathy dolls is the creation of characteristic 'personas' for a few specific dolls kept in the classroom, which help the children to identify with how others feel.

Using dolls means that powewrful themes may be addressed which the children may not personally have been involved with: family stresses resulting in break-up, religious festivals, bullying in the playground, how best to support people with a disability, having an understanding of a family with two mums etc.

The children's empathy with these situations may have long-reaching consequences for their understanding and theri future behaviour towards others.

They are particularly helpful in situations where there are few different cultures within the group as they are a means of introducing a range of different ideas e.g. that of religion and its variety and importance in the lives of others.

For example: a Hindu doll called Geeta, who is similar to the group in many ways: the same age, having the same favourite TV programmes, with similar play things but whosse life is also dominated by her family's commitment to their Hindu religion. Her days are governed by worship at a shrine at home, visits to the local mandir and commemoration of different festivals.

Learning about these things through a doll whom they love and appreciate is a powerful means of involving the children in something which is totally alien to them but which they can connect. It takes away ignorance and fear and replaces them with a willingness to listen and share and appreciate.

Use in Early Years Settings

links to the early learning goals

Personal, social and emotional

Sense of community, self-confidence and self-esteem, behaviour and self-control.

knowledge and understanding

Cultures and beliefs.

Communication, language and literacy

Language for thinking.

Exploring the Use of Empathy Dolls in Early Years Settings

KIRSTINE BEELEY, MARKETING MANAGER, ASCO EDUCATINAL SUPPLIES

How do Empathy Dolls differ from role play dolls?

Role play dolls that live in the "home corner" or "shop" within a
classroom are dolls whose name, identity, age , gender and family
background can all change at anytime as the child playing with them
desires.

Using this type of doll allows children to experiment and act out real life incidents, all the time developing their imaginative play & communication skills.

An empathy doll can serve a different purpose as the child views its
interactions with the dolls as "meeting another classroom member". To
enable this to happen you have to create an identity for your doll. This will include many things over time including its name, age, family, likes, dislikes etc. These "snippets" of information, built up over time, enable the children to identify with the doll and hence makes the stories the doll tells much more powerful(allowing the child to have empathy with the doll).

ceating your dolls identity

The identities you create for your dolls should take into account the
existing knowledge you have of the children in your care and their own
backgrounds & experiences. By considering the following areas when
building the identity of your doll you will be able to create an individual which can be empathised with by more than one child.

physical characteristics

Consider which racial groups are represented & which skin colours are
present within the group. Think about different eye and hair colours. Do
any of the children have physical disabilities which require wheelchairs,
glasses etc? Do any of the children have distinguishing marks such as
birthmarks, moles or freckles? Can the dolls be adapted to include these
features?

Ethnic and Cultural Identities

What ethnic and cultural groups are represented in the classroom? Are
there Afro Caribbean, Indo-Chinese, Asian or Anglo-European children
within your group? Are there children who have just moved to this
country from else where to escape prejudice or persecution and are not
yet citizens ?

Socio economic status

Do the families in your group struggle to make ends meet? Or are they
seemingly well provided for? Do they have family members who are unemployed, claiming benefits, homeless or facing redundancy?
Do the families have both or one parent working? Do they have a single
parent provider? Do they have older siblings who supplement the household income?

family makeup

Who are the families of the children in your group? Do they have both Mum & Dad at home? Do they have two Mums & two Dads? Do they have limited contact with one or other of their parents? Do they have sibilings? Older or Younger? Do they have extended family living with them? Do they spend time with extended family- eg go to Grandmas after school? Are they with a foster family? Are they adopted?

likes and dislikes

What do they like doing at nursery/at home? What is their favourite toy? Favourite food, animal etc? Who is their best friend? What colours do they like? What don't they like doing? What don't they like to eat ?

By introducing the dolls to your group a bit at a time; each adult adding
another piece to the dolls identity, children will begin to accept the doll as part of the class and as they empathise with the dolls situation allow you to explore more complex social issues.

Issues which can be explored include:-

common experiences - can apply to most children within the group

1. Feeling sad when they have to say goodbye to their parents at nursery.
2. Crying when your feeling are hurt.
3. Crying when you are hurting physically.
4. Enjoying the same story.
5. Feeling happy when someone does something nice for you.

supporting differences

Are there any differences which may cause the children to be teased or
singled out by other children?
Do any of the children display shame or sensitivity about aspects of
their own backgrounds? E.g Children not wanting to wear their glasses,
not wanting to play with opposite sex children, not wanting to speak in
their home language etc.

managing conflict

Is a child finding it difficult to communicate with others?
Is a child experiencing bullying?
Is a child acting aggressively towards others out of frustration/ tiredness etc?
Are they conflicts over resources or space?

cultural experiences

Including festivals and celebrations as well as clothing and worship. The scope is endless and only limited by the imagination of those using the dolls to help children grow within an anti-bias, friendly and understanding environment.

" No one is born hating another person because of the colour of their skin, or their background or their religion. People must learn to hate, and if they can learn to hate, they can be taught to love; for love comes more naturally to the human heart than its opposite"
(Nelson Mandela – 1994)

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The Use of Empathy Dolls in Leicestershire

Research has shown that bullying is often targeted at children who are perceived to be different from their classmates. A number of pilot schemes are being developed in Leicestershire County schools to help young pupils develop positive attitudes and relationships through opportunities to discuss, understand and value differences.

At Market Harborough C of E Primary school staff have received training in one pilot scheme centred on the use of Empathy Dolls in the classroom. This scheme has been successfully introduced to schools in England and America. Leicestershire has also provided training for schools and Early Years providers in the Birstall area development group. If these pilots prove successful they will be extended to other interested schools and providers across the County.

Supplier Information

Asco Educational Supplies
19 Lockwood Way
LEEDS
LS11 5TH

Telephone: 0113 270 7070
Fax: 0113 277 5585

Leicestershire contact: Jane Bakewell (01664 840416)

www.ascoeducational.co.uk

Featherstone Education produce a series called 'Little Books.' The 'Little Book of Persona Dolls' was written by Leicester teacher Marilyn Bowles.

Featherston Education LTD
44-46 High Street
Husbands Bosworth
Lutterworth
LEICESTERSHIRE
LE17 6LP

Tel : +44(0)185 888 1212
Fax : +44(0)185 888 1360

Email: mail@featherstone.uk.com

www.featherstone.uk.com

Persona Doll Training
51 Granville Road
London
N12 0JH
United Kingdom

Fax: (44) 0208 446 7591

E-mail: personadoll@ukgateway.net

www.persona-doll-training.org

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