Understanding the literature in the United Kingdom on racially minoritised young children, families, and practitioners in early childhood education and care

Nikki Fairchild; Vini Lander; Anisa Sultana

doi:10.37291/2717638X.202563636

Authors

Nikki Fairchild University of Portsmouth https://orcid.org/0000-0001-8640-2710
Vini Lander Leeds Beckett University https://orcid.org/0000-0002-6570-1065
Anisa Sultana University of Portsmouth https://orcid.org/0009-0005-9903-3455

DOI:

https://doi.org/10.37291/2717638X.202563636

Keywords:

Minoritised ethnic young children, Academic literature, Racism, United Kingdom

Abstract

There is a plethora of research evidence that good ECEC is critical for young children to thrive and to have positive long-term outcomes. This is of particular importance for young children in the UK from racially minoritised communities who tend to have poorer educational outcomes with disadvantage magnified into adulthood. Against this backdrop, we wanted to develop a better understanding of the amount of UK academic literature that focussed on racially minoritised young children, their families, and practitioners. To do this we undertook a PRISMA scoping review to develop a systematic list of articles, books, and reports published up to 1.11.2024 on the following databases - JSTOR, Web of Science, and SCOPUS. Using key search terms we sourced 1,387 items. The first review reduced this to 55 items and further investigations resulted in exclusion of those items that did not meet our key search terms; this left 24 books, articles, and reports. These were categorised thematically as: anti racist practice, children’s experience, culture, de/colonial play, Fundamental British Values, identity, inclusion, inequality, racism, and workforce. We took a storytelling approach to tell four stories: racism and inequality, policy and practice, children’s experiences and children’s rights. Our analysis and discussion employed Critical Race Theory to understand how racism impacted the research in the articles, and what the literature reveals about ECEC pedagogy and practice. We make suggestions for future researchers, providing encouragement to expand the canon of literature and develop research and outputs that addresses, dismantles, and challenges systemic racism in ECEC.

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