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This pilot project explores how young children's self-identity with a focus on respecting difference might be nurtured through Community of Enquiry (CoE), in the tradition of Philosophy for Children (P4C) using artwork in a gallery space. In valuing diversity, respecting difference is key. A group of four- and five-year-old children who expressed an interest in participating was involved along with researchers who appreciated the underpinning philosophy of P4C and the open nature of artwork. We used an interpretivist analysis within a framework of signs associated with developing a self-identity, which emerged from the literature alongside our ongoing observations and collaborative analysis. Vignettes are used to present the findings and prompt discussion. This pilot study will be useful for future research into supporting children by creating a space and the conditions where self-identity can be nurtured and difference can be respected. [ABSTRACT FROM AUTHOR]