Pedagogy Essay: Analyzing Diversity in Early Childhood Education

This essay delves into the crucial role of pedagogy in early childhood education, emphasizing the influence of the learning environment on children's understanding of gender roles, cultural diversity, and equality. The essay analyzes the children's book 'All are Welcome' by Alexandra Penfold and Suzanne Kaufman, which celebrates cultural diversity and inclusion. It identifies dominant discourses and messages within the book, such as the importance of unity and acceptance despite differences, and explores how these discourses can be used to teach children about diversity, cultural discrimination, and stereotyping. The essay also examines the implications of these discourses and teaching strategies for early educators. The author reflects on the importance of incorporating values of diversity and equality in the minds of young children through the use of children's literature. The rationale behind this learning experience is to incorporate the values of diversity and equality in the minds of the toddlers through the respective book that was referred ” All are Welcome by Alexandra Penfold and Suzanne kufman.

Running head: PEDAGOGY
PEDAGOGY
Name of the Student:
Name of the University:
Author Note:

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Introduction:
The childcare environment serves as the most essential source of information about different
gender roles and expectations. Further Schachner et al. (2016), mentioned that the early
childhood environment also helps to nurture the understanding of children about cultural
diversity and equality. Different kindergartens, preschools as well as the childcare environments
form the preliminary institutions from where children sense cue and develop an understanding of
the behavior about how they are expected to behave in the society. In this regard, it should be
mentioned that the early year educators play a crucial role in influencing the development of
children. The early year educators are positioned at the capacity of creating class room
environments that breed equality and mutual trust. Further, the early educators can also help
foster culturally safe environment that is free from racial, ethnic or disability discrimination
(Schachner, 2019). Overall, the holistic essence of cultural diversity and acceptance is heavily
influenced during the child hood years and the fostering of a positive environment has been
studied to contribute to positive development.
Choice of children’s story and justification:
In this context, it should be mentioned that the story chosen for the essay is, ‘All are welcome’
by the authors Alexandra Penfold and Suzanne Kaufman. The story can be defined as a warm
and welcoming picture book that celebrates cultural diversity and serves as a source of
inspiration for children (Penfold, 2018). The primary theme of the story is based on following a
bunch of children throughout their course of day in a school. The school supports cultural
diversity and accepts every child with open arms. The pictorial representations showcase a
school where different kids with patkas, yarmulkes and hijabs play side by side along with other

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friends using baseball caps (Penfold, 2018). The school is the place where the different students
grow together and learn from one another about their respective different traditions. Also, the
story reflects a sense of unity in diversity when the entire community gathers together for the
celebration of the lunar New Year. Therefore, the justification for the choice of the story can be
mentioned as the cultivation of cultural diversity and equality within young children and making
them aware about the fact that they have a secured space which is free from any kind of
discrimination or stereotyping and they are all welcome there with open arms (Russo, 2019).
Identification and critique of dominant discourses and messages addressing diversity:
The book, ‘All are welcome’ is notably one of the most inspiring books that carries a positive
impact till the last page of the book has been turned and the impact that lingers for a long time
after the completion of the book. The story line of the book is a simple one that follows a bunch
of children through a regular day at their school. The author has critically defined and made the
concept of a community clear in the book, where it is mentioned that differences between
individuals result in the formation of a community (Penfold, 2018).
The most significant essence of the book that has been cultivated by the authors can be
mentioned as, it does not matter how the children start their day or what do they wear to school
or if they come from far off places, what matters is irrespective of all the differences, every child
is welcome at the school. In addition to the same, the book also portrays beautiful art and
accompanies message. In one of the pages of the book, the authors have also paid homage to the
eminent and remarkable poet, Dr. Maya Angelou. This can be rightfully understood from on e of
the pictorial representations, where a teacher is reading aloud to a class of students and looks
similar to Dr. Maya Angelou. She can be seen reading out from the book, ‘Life Doesn’t Frighten

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Me’. In the same page, all the children belonging to different cultures and ethnicity, irrespective
of their differences are seen to sit together in class and listen to the story. Also, children of
different communities are seen to sit together and it appears as though there is close friendship
between them. For instance, a little boy with a ‘patka’ belonging from the Sikh community is
seen to sit with a ‘white’ boy in the class while listening to the teacher read out the story. The
brilliant illustrations by Suzanne Kaufam within the book efficiently portray how each child
should feel within an educational institution (Zachrisen, 2018). Also, it reflects the strong
message that every child should feel safe as they deserve a safe space for themselves within the
world (Jozwiak, 2019).
Another key message that has been given in the book which refers to the children can be
mentioned as they (the children) are a part of the community and the diversity of the community
serves as the strength that provisions shelter and protection from any of the adversities. Again the
ending lines are mentioned as ‘All are welcome here’.
The message by Penfold, carries weight and can be described as the most impactful message on
multiculturalism. As per Diaz (2017), unity or oneness despite the cultural differences can serve
as the positive strength that can help humankind to tackle any form of adversities.
In one of the pages, the world map is illustrated where in the children of the different cultural
communities are seen to point out the origin of their cultures. This is again a unique example
how an in-depth understanding about cultural diversity can be fostered in the early learning
years. ‘All are Welcome’ overall represents a lively city-school that celebrates cultural diversity.
Also, the front-endpapers of the book depict the adult care-providers that walk the children to
school. The families of the children are an amalgamation of inter-racial parents, same-sex

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parents as well as single parents and heterosexual parents. It is further shown that at the end of
the, parents from all the communities gather for an evening potluck. The instance reflects
acceptance of different types of families and not letting the differences come in the way of being
a part of festivities and doing something together (Wynter et al., 2019).
Also, it should be mentioned in this context that throughout the book, short phrases have been
used that reflect the essence of cultural diversity and unity. For instance, during the time for
lunch, short phrases such as ‘what a spread’, ‘dozen of different kinds of bread’, ‘pass around till
everyone’s fed’ as been used and from time to time, the phrase, ‘all are welcome here’ has been
used by the authors in order to exemplify unity in cultural diversity.
Implications of how the dominant discourses would be used to teach children about
diversity:
Therefore, it can be said that overall the book is a brilliant example of supporting
multiculturalism. One of the dominant discourses of the book can be mentioned as its strong
message against cultural discrimination and stereotyping. Throughout the book, bright
illustrations have been used where children from different communities are portrayed to
participate in class room activities equally. According to Wynter-Hoyte etal. (2019), cultural
discrimination and stereotyping are responsible for cultivating lower self-esteem and inequality
among children during the early years. Therefore, as an early educator, it is extremely important
to adapt teaching strategies that can help to foster and support a learning environment against
cultural stereotyping (MacNevin & Berman, 2017). As per Kin (2016), stereotyping is not only
restricted to cultural beliefs but is also applicable in cases of gender based stereotyping. Early
educators must refrain from labeling attributes or behaviors that are associated to a particular

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gender or a cultural belief (Manning et al., 2017). Also, family background and cultural origin
also strongly lay a strong influence on the gender expectations. Care givers or the guardians
might possess specific notions of what should be expected from a child based on their sex as per
societal beliefs. This serves as an opportunity for the early educators to critically engage with the
families of the children in a collaborative manner and at the same time envision an improved
understanding of the cultural background of the children. Early educators can make use of
interactive activities, such as ‘ethnic wear at school’ or ‘cultural cuisine day’ in order to let
children of different cultures come in close contact with one another and know more about their
cultures (Lowe, 2018). This would diminish any possibilities based on cultural stereotyping.
Gender stereotyping on the other hand can be eliminated with the help of organizing interactive
parent counseling sessions and encouraging children to take up activities they like such as
playing baseball or cooking or writing letters or painting (Schwarzenthal et al., 2018). Also, early
educators can make use of role awareness and encourage both boys and girls to realize their full
potential and inspire them to celebrate their individuality (Kim, 2016).
Another dominant discourse that can be identified in the story is the manner in which children of
different cultural origins have embraced and accepted themselves. Through the pages of the
book, powerful images of different children can be seen, where a girl can be seen wearing a
hijab, a boy is seen wearing a patka and another boy is seen wearing a kippah. Also, different
hair colors and different skin tones can be seen participating in different classroom activities
within the school. The most powerful image is that of the inclusion of disabled. A blind boy can
be seen in the illustrations and another boy can be seen on a wheelchair. There are several kids
that can be seen wearing glasses and throughout the pages the children are seen to interact with
one another in a positive and cheerful manner. The use of the ink, crayon, collage, acrylic colors

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and photoshop tool by Kaufman has brought to life the different personalities that have been
depicted in the book. The dominant discourse of multiculturalism and inclusion can be fostered
by early educators by virtue of ensuring that every child gets an equal opportunity to participate
in class (Diaz, 2017). Apart from the same, the provisioning of a safe and free from
discrimination learning environment can help the children realize their complete potential and
explore their learning strengths and attributes (Russo, 2019).
Learning experience:
The society in which we live has certain gender stereotypes which are so common among the
masses that the same thoughts have crept into the mind of the children as well. Many children in
the society grow up with few characteristics assigned specifically for boy and girls. Such
stereotypes have sometimes proved to render harmful thoughts in the minds of the children,
which further reduces their self confidence and morale. The main purpose behind this was to
define and gain all sorts of important information regarding the gender biasness that is present in
the society. It is really very important to teach the students about how the typical stereotypes
prevailing in the society can result in unfair situations(Scarlett 2016).
The book that was referred in order to teach the children lessons about gender equality and
ethical lessons in general is “All are Welcome by Alexandra Penfold and Suzanne kufman”. It is
a beautiful book which teaches the children about diversity and encourages them to love all kinds
of people and their religion. It is book which depicts a school where all kinds of children are
present like in Patkas, Hijabs etc. thus this book lets young children learn and know that no
matter what they have a place and space and they are welcome(Oakley 2016)
Rationale:

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The main reason behind this learning experience is to incorporate the values of diversity and
equality in the minds of the toddlers through the respective book that was referred ” All are
Welcome by Alexandra Penfold and Suzanne kufman. As mentioned earlier the society even today
had a dirty mindset and always differs between a boy and girl. Also when a child grows up in
such a surrounding his creativity and capabilities are often reduced. Thus the book that was
chose, beautifully illustrates that children of all culture and religion venture together and stay in
harmony(Nolan & Paatsch 2018).
EYLF learning outcomes:
Outcome 1 was that the children had a strong sense of identity. They felt safe and secure and
developed knowledge and gained self confidence.
Outcome 2 was that the children responded to the diversity and equality with respect. They
became more aware of how to treat everyone with fairness.
Outcome 3 was that they became strong socially and mentally and developed responsibility for
own health and well being.
Outcome 4 was that they developed dispositions through curiosity and cooperation
Outcome5 was that they interacted with everyone and gained meaning from various texts, also
they expressed ideas with use of a range of media.
My purpose for the developmental process of the children would be:
1. Role of the peers: the peer group plays an important role therefore they should also be
encouraged to take up different roles so that all their other friends do the same.

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2. Confidence to choose any gender role without the fear of getting judged or bullied: the
children should be allowed to play roles in any gender they like irrespective of their own.
The audience should be supportive without hurting anyone.
Materials/ learning experience/ environment set up:
Group discussions: in this everyone would be given a chance to speak and interact with each
other. Group discussions are an excellent way of increasing the vocabulary and confidence.
Skits/plays: Small skits on diversity and equality spreading topics would be an excellent method
of teaching the children.
A link to one EYLF Principle which relates to the underpinning philosophy of the experience
plan:
The EYLF Principle: Respectful relationships among the teacher and the student.
A link to which EYLF Practice that your plan majorly relates to: sense of understanding and
curiosity in accepting the diversity in the class.

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The above image shows the group discussions being conducted in the classroom. This
was also incorporated in my teaching plan.
5 future planning possibilities that will address dominant discourse and messages of
diversity:
Role plays: The first planning is to make the children involve in role plays. The children will
have to enact various roles of different cultures and religion. This will help them to learn about
the different cultures and accept the diversity with fairness.
Story telling: Stories always attract the children and provides great learning to them. Thus
making the children listen to stories of different cultures and religion will render great learning to
them.
Cultural week: In this planning every week all the children will have to dress according to their
culture and tradition. By this all the children will get to learn about the other different cultures of
their friends and accept it fairly.

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Drawing competition: Toddlers and infants love to draw and color, therefore a drawing
competition on a specific theme will help them to learn about different cultures and color.
Concerts: concerts usually involve public shows. The children will be made to dress according to
different cultures and present themselves in front of the audience. This will ensure a boost in
their confidence and definitely learn about equality and diversity.
Developing oratory skills by speaking in public

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Conclusion:
Thus by concluding it can be said it is very important in today’s scenario to teach the children
lessons about equality and diversity among people. Children will grow up and become a
responsible citizen of the world therefore teaching them good thoughts and giving them a good
mindset is very necessary. There has always been a saying which is quite true, that what you
learn in your younger age you carry it with yourself till your older age, therefore making the
children aware of the diversity and equality and teaching them how to treat everyone with
fairness is very important.

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in/equality. Routledge.
Jozwiak, G. (2019). managing equality and diversity, part 6: language and culture: Culture
club. Nursery World, 2019(12), 30-31.
Kim, S. J. (2016). Opening up spaces for early critical literacy: Korean kindergarteners exploring
diversity through multicultural picture books. Australian Journal of Language &
Literacy, 39(2).
Lowe, F. (2018). Thinking space: Promoting thinking about race, culture and diversity in
psychotherapy and beyond. Routledge.
MacNevin, M., & Berman, R. (2017). The Black baby doll doesn’t fit the disconnect between
early childhood diversity policy, early childhood educator practice, and children’s
play. Early Child Development and Care, 187(5-6), 827-839.
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adolescents. Taylor & Francis
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Education, 26(1), 42-55.
Oakley, A. (2016). Sex, gender and society. Routledge.
Penfold, A. (2018). All are welcome. Knopf Books for Young Readers.

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