What Happened?
During our Heritage Day celebration, the children showed a strong interest in exploring the books Global Babies and All Kinds of People. They were curious as they flipped through the pages, looked closely at the photographs, and noticed the many different skin shades represented in the books. This experience connected beautifully with our classroom community, as both children and teachers come from different countries and cultures.
At circle time, the teacher read the books aloud while the children listened carefully and participated in the shared reading experience. As the teacher showed a page with children of different skin shades, she placed her hand on the page and invited the children to place their hands on top as well. The children responded with interest, gently placing their hands while looking at the pictures. This became a meaningful moment of connection, belonging, and noticing how people can be similar and different in many beautiful ways.
What Learning Did I See?
I saw the children developing awareness of identity, diversity, and belonging. Through the photographs, they were able to observe that people have different skin shades, appearances, and cultural backgrounds. Their careful listening showed engagement with the story, while their participation with their hands demonstrated curiosity, connection, and a desire to be part of the shared experience.
The children were also building early literacy skills by turning pages, looking at pictures, listening to spoken language, and connecting images to real people in their classroom community. They were learning that books can tell stories about people like themselves, their families, their teachers, and others in the wider world.
FLIGHT Connections
Belonging: The children experienced a sense of belonging as they saw people with different skin shades and backgrounds represented in the books. This helped affirm that everyone in our classroom community is valued and included.
Communication and Literacies: The children engaged with books, photographs, spoken words, and gestures as ways to make meaning and communicate their interest.
Diversity and Social Responsibility: The experience supported children in noticing and respecting differences among people. Through the teacher’s guidance, the children began to explore the idea that our differences are part of what makes our classroom community special.
Play and Participation: The children actively participated by exploring the books, responding to the teacher’s invitation, and joining in the circle time experience. Their actions showed that they were co-constructing learning through relationships, materials, and shared moments.
Reflection
This Heritage Day experience reminded us that children are capable of noticing, wondering, and making meaningful connections with the world around them. By offering books that reflect many cultures, skin shades, and people, we supported the children’s understanding of identity, inclusion, and respect. As educators, we can continue to provide stories, songs, family photos, cultural materials, and conversations that honour each child’s background and strengthen our shared sense of community.
