Be an Ally
In this activity, children will explore allyship and identify ways to be an ally to others.
Step 1: Gather materials.
This activity does not require any special materials. Consider adding books to your classroom library that address different forms of allyship. Start with those in the Suggested Books section below.
Step 2: Introduce activity.
- Throughout the day, introduce the word ally to the children whenever a child comes to another child's aid.
- If you elect to share books about specific examples of allyship, make sure to connect the word ally to the behaviors of the characters in the book.
- During and after your book share, engage the children in discussions about what being an ally looks like.
Step 3: Engage children in activity.
- Encourage the children to think of ways they might help a classmate. This might include examples of a friend who is being harmed.
- Compare the children’s ideas to those they encounter in books. How do children in books support their friends?
- Engage the children in a discussion about the different kinds of allyship and ask why they think these actions might be helpful:
- Telling others what we like about them
- Supporting the choices of others even when they are different from our own
- Getting an adult’s help if we see someone being hurt or bullied
- Standing up for a friend and telling those who are being unkind to stop by saying: “Stop that. This is my friend.”
Adaptations by age
Preschoolers
- As kindergarten approaches, preschoolers will be able to participate more actively in conversations about allyship, identify peers who need an ally, and explain why it is wrong to exclude, hurt or bully these peers.
Suggested books
Visit our Inclusive Children’s Books section and click on the Books That Inspire Children to be Better Friends and Allies button to find books that introduce young children to the concept of allyship.
What Illinois Early Learning Guideline does this meet for children from birth to age three?
Developmental DomainSocial-Emotional Development
Standard: EmpathyChildren demonstrate an emerging ability to understand someone else’s feelings and to share in the emotional experiences of others.
Indicators for children:
- Begins to share in simple emotions by reading facial and gestural cues, e.g., repeats activities that make others laugh. (Birth–9 months)
- Uses social referencing with caregiver(s) in uncertain situations, e.g., glances at a caregiver’s face for cues on how to respond to an unfamiliar person or new situation. (7–18 months)
- Reacts to a child who is upset by observing or moving physically closer to the child. (7–18 months)
- Shares in both positive and negative emotions with caregiver(s), e.g., shares in wonders, amazement, delight, and disappointment. (7–18 months)
- Imitates comforting behaviors from caregiver(s), e.g., pats or hugs a child when upset. (16–24 months)
- Demonstrates awareness of different emotions and feelings during play, e.g., rocks a baby doll and whispers “shhh.” (16–24 months)
- Shares in and communicates simple emotions of others, e.g., “Mama sad.” or “Papa happy.” (16–24 months)
- Communicates how other children may be feeling and why, e.g., states that a peer is sad because his or her toy was taken away. (21–36 months)
- Responds to a child in distress in an attempt to make that child feel better, e.g., gives a crying child a hug, uses soothing words, or uses distraction. (21–36 months)
- Shares in and shows an emotional response for peers’ feelings, e.g., may show concern for a child who is hurt or smile for a child who is happy and jumping up and down. (21–36 months)
What Illinois Early Learning and Development Standards does this meet for preschoolers?
Social/Emotional Development Standard30AIdentify and manage one’s emotions and behavior.
Benchmark 30.A.ECf:
Begin to understand the consequences of his or her behavior.
Social/Emotional Development Standard31ADevelop positive relationships with peers and adults.
Benchmark 31.A.ECa:
Show empathy, sympathy, and caring for others.
Benchmark 31.A.ECb:
Recognize the feelings and perspectives of others.
Benchmark 31.A.ECe:
Develop positive relationships with peers.
Social/Emotional Development Standard31BUse communication and social skills to interact effectively with others.
Benchmark 31.B.ECc:
Use socially appropriate behavior with peers and adults, such as helping, sharing, and taking turns.
Social/Emotional Development Standard32ABegin to consider ethical, safety and societal factors in making decisions.
Benchmark 32.A.ECb:
Follow rules and make good choices about behavior.