The development of racial awareness begins in infancy, continues throughout early childhood, and can shape play behaviors. The present study is a case study in a US pre-kindergarten classroom. The study aimed to examine the ways in which ideas about race and gender manifested within doll play. Participants included two 4-year-old Black girls, their peers, and teachers. The methodology included one researcher observing, taking field notes, conducting informal on-the-spot interviews, and using audio and video recordings as the children played in the dramatic play center with racially diverse dolls and salon props. Data processing included transcribing field notes and recordings and then summarizing these transcriptions. Data synthesis identified broad codes for overall interpretation. Findings revealed that the girls behaved in ways and made choices that displayed their awareness of race and societal ideas about race by how non-Black dolls had privileged status and awarded the child in possession of these dolls privilege. The present study provides more information about the ways in which young children are understanding and grappling with ideas about race. Early childhood educators armed with this knowledge should anticipate gendered and racialized play by their students and should be ready to intervene and utilize such play as teachable moments to counter misinformation about the value of certain groups.

种族意识的发展从婴儿期开始，持续到整个幼儿期，并可以塑造游戏行为。本研究是美国幼儿园前班级的案例研究。该研究旨在检查有关种族和性别的想法在玩偶游戏中的表现方式。参与者包括两名 4 岁的黑人女孩、她们的同龄人和老师。该方法包括一名研究人员观察、做实地笔记、进行非正式的现场采访，并使用音频和视频记录，因为孩子们在戏剧游戏中心玩不同种族的玩偶和沙龙道具。数据处理包括转录现场笔记和录音，然后总结这些转录。数据综合确定了总体解释的广泛代码。调查结果显示，这些女孩的行为方式和选择通过非黑人玩偶如何拥有特权地位并授予拥有这些玩偶特权的孩子来展示她们对种族和关于种族的社会观念的意识。本研究提供了更多关于幼儿理解和应对种族观念的方式的信息。拥有这些知识的幼儿教育工作者应该预见到学生的性别和种族化游戏，并且应该准备好干预并利用这种游戏作为可教的时刻来对抗有关某些群体价值的错误信息。本研究提供了更多关于幼儿理解和应对种族观念的方式的信息。拥有这些知识的幼儿教育工作者应该预见到学生的性别和种族化游戏，并且应该准备好干预并利用这种游戏作为可教的时刻来对抗有关某些群体价值的错误信息。本研究提供了更多关于幼儿理解和应对种族观念的方式的信息。拥有这些知识的幼儿教育工作者应该预见到学生的性别和种族化游戏，并且应该准备好干预并利用这种游戏作为可教的时刻来对抗有关某些群体价值的错误信息。