Read the scenarios that follow. Reflect on ways that the teachers might change what they say and do to avoid pathologizing particular children or groups of children in the class.

Scenario A: As centre time draws to a close, the teacher says, “Okay, boys and girls. Please clean up and line up by the door.”

Scenario B: The teacher has a relatively homogenous class and is wondering what would be the best way to help the two immigrant students feel included in her class. She plans a “heritage day” where children are asked to bring traditional foods and wear traditional dress from their culture to share with the group. Everyone brings a dish to share and the two immigrant children wear traditional clothing from their home countries.

Scenario C: As Christmas approaches, the teacher incorporates stories about Christmas and Christmas-themed art activities, games, and learning centres into his planning. Several of the children do not celebrate Christmas. 

Scenario D: A new child joins the class and he uses crutches to assist him with walking. The other children are curious about these crutches and spend a lot of time the first week staring at him. Their teacher tells the children “it’s not polite to stare” and encourages them to treat the new student like everyone else.

Scenario E: A school situated in a middle-upper class neighbourhood also contains a social housing unit from which draws a small population of students. Families of the kindergarten students are all asked to pay a fee at the beginning of the year to cover the cost of field trips as well as cooking and art experiences.

Scenario F: During an exploration of occupations, the teacher makes books available to the children about doctors, veterinarians, dentists, firefighters, police officers, teachers, and business people and puts posters on the wall depicting people in similar occupations.