ABSTRACT
This chapter examines the precocious competence of very young children in identifying difference and responding to it. In 2001 the USA launched its laughingly named No Child Left Behind Act as its policy to ensure there were equal opportunities and access for all children. In a study based in Australia, Petriwskyj (2010) in a rather small-scale research project found that teachers saw diversity as disability, learning difficulty or lack of English. It is evident that in many cultures there is still a certain blindness called daltonism, in those caring for and teaching young children. Democracy means in theory: the reality often does not match that but in Portugal the planners were determined to ensure that childhood institutions like schools and creches and training places for adults become democratic spaces that respect and honour diversity.
