Educators may feel uncertain or nervous about talking with children about body diversity. They often do not have the training, resources, or materials about planning activities and having discussions on this topic. Before diving in, it is important to clear up a common misunderstanding that can make these discussions feel more complicated or daunting than they need to be: Understanding and honoring body diversity does not mean encouraging unhealthy behaviors. Instead, it means helping children understand that there are many different types of bodies and that one type should not be labeled“ good” or“ ideal.”
As an early childhood educator and later professor of early childhood and elementary education, I come to this topic as someone who has had a varying body size throughout my life. My own experience and classroom observations have led me toward research and educational resources on body diversity and how to engage with children on this topic.
Educators can consider the following practical strategies as they plan experiences and talk about physical characteristics and behaviors. These strategies aim to challenge anti-fat bias and encourage the expression of self-confidence and joy, which are important parts of advancing equity.
Model positive self-talk
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How educators talk about themselves can be a model for children’ s own thinking and words. While teachers might not all have positive relationships with their own bodies and sizes, they can take steps to model positive self-talk for young children.
Practicing positive self-talk involves
› Focusing on what bodies can do instead of what they look like. An educator can say something like,“ It’ s nice that our bodies allow us to play and enjoy time with our friends today.”
› Emphasizing how a positive relationship with one’ s body can be grounding. At circle time, an educator could say,“ I love how my body feels after I take a deep breath. I feel calm and ready for the story.”
Summer 2026 Educating Young Children 43