Braids are for Everyone

It all started with a child who came in with long, purple braids. Children noticed and were intrigued. They looked, asked questions, and then declared that they wanted braids too. Just think how the child who first came in with braids felt upon seeing her classmates with braids as well. What a lovely, reaffirming moment for her. The teachers explained that they would need gather the appropriate supplies to do braids and they could have braids tomorrow.

The teachers secured bands, ribbon, and yarn to create long braid extensions for anyone who wanted them. As you might predict, the girls were the first to request the braids. Several boys were watching and thinking about it. Then one of the boys said, “I don’t want braids because I’m a boy.” The teacher engaged him in a conversation about what it means to be a boy or a girl as the others listened in. She told him that while we do not have any boys at the CEC with braids right now, we have had them before. She explained that your hair does not define your gender, but she also let him know that it was okay not to get braids if he did not want them. The small group of boys listened and then one of them said, “Okay, then I want braids.” The others followed his lead.

It was a perfect moment for helping them broaden their understanding of what it means to be a boy or a girl. We never know when these moments are going to present themselves and we have to be ready to respond in thoughtful, caring, open ways. The teacher could have just accepted that they did not want braids, acknowledge that and move on. She could have agreed with them. Or she could have just ignored it and not responded at all. However, that is not how we work with children here. Every comment or question can be an opportunity for engagement and learning, sometimes about themselves but often about others. Children at this age are constantly working to figure out roles, identity, and their place in their community.

One child really wanted braids, but his hair was particularly short. The teacher could have told him it was too short for braids and sent him on his way. She did not. She thought about it and figured out a way to give him long, colorful braids. This was not only responsive to his request, it was a wonderful way to demonstrate inclusion and caring for someone else. He did not have to be the only one without braids. He could have the same experience the others were having. The teacher told him they were a bit fragile and suggested not pulling on them so they would stay in. He nodded, then told her he wanted to see how they looked. She snapped a picture for him. A little later she saw him sitting at the table working and ever so gently holding his braids, giving them a squeeze. These small moments are actually quite big.

Inclusion and diversity happens in unexpected ways. We meet children where they are, give them what we think they can understand, and keep ourselves open to the infinite possibilities that are out there.

Be well,
Ellen