Gina Houston has experience working with young black children and their families in England and Jamaica. Since qualifying as a teacher she has been a nursery school head teacher, trainer, early years advisor and children’s centre manager. Working for a national charity, she has also supported practitioners in adopting anti-racist practice and policy across the early years sector.

• Acknowledgements Series editors’ preface Introduction Chapter One: Critical Race Theory - A tool for understanding the racialisation of black children in education Chapter Two: Key influences on black children’s identities Chapter Three: Devon’s Story -‘Best friends’ - The roles of friendships in the challenges to young black identities Chapter Four: Kylie and Sonic’s Story - ‘Can we play now?’ - Early years pedagogy and black children’s education Chapter Five: Pina’s Story - A ‘good hair day?’ - Racialisation of the black child through physical appearance Chapter Six: Dawn’s Story – ‘But that’s not racist!’ - A white perspective on Pina’s story Chapter Seven: Play and Multiculturalism – Some relevant debates and issues Chapter Eight: The way forward - Action towards a more inclusive early years education Chapter Nine: Conclusion Index

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Gina Houston has experience working with young black children and their families in England and Jamaica. Since qualifying as a teacher she has been a nursery school head teacher, trainer, early years advisor and children’s centre manager. Working for a national charity, she has also supported practitioners in adopting anti-racist practice and policy across the early years sector.

• Acknowledgements Series editors’ preface Introduction Chapter One: Critical Race Theory - A tool for understanding the racialisation of black children in education Chapter Two: Key influences on black children’s identities Chapter Three: Devon’s Story -‘Best friends’ - The roles of friendships in the challenges to young black identities Chapter Four: Kylie and Sonic’s Story - ‘Can we play now?’ - Early years pedagogy and black children’s education Chapter Five: Pina’s Story - A ‘good hair day?’ - Racialisation of the black child through physical appearance Chapter Six: Dawn’s Story – ‘But that’s not racist!’ - A white perspective on Pina’s story Chapter Seven: Play and Multiculturalism – Some relevant debates and issues Chapter Eight: The way forward - Action towards a more inclusive early years education Chapter Nine: Conclusion Index

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Gina Houston has experience working with young black children and their families in England and Jamaica. Since qualifying as a teacher she has been a nursery school head teacher, trainer, early years advisor and children’s centre manager. Working for a national charity, she has also supported practitioners in adopting anti-racist practice and policy across the early years sector.

• Acknowledgements Series editors’ preface Introduction Chapter One: Critical Race Theory - A tool for understanding the racialisation of black children in education Chapter Two: Key influences on black children’s identities Chapter Three: Devon’s Story -‘Best friends’ - The roles of friendships in the challenges to young black identities Chapter Four: Kylie and Sonic’s Story - ‘Can we play now?’ - Early years pedagogy and black children’s education Chapter Five: Pina’s Story - A ‘good hair day?’ - Racialisation of the black child through physical appearance Chapter Six: Dawn’s Story – ‘But that’s not racist!’ - A white perspective on Pina’s story Chapter Seven: Play and Multiculturalism – Some relevant debates and issues Chapter Eight: The way forward - Action towards a more inclusive early years education Chapter Nine: Conclusion Index

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