With the approval of the educational leaders of the center. We spent money on a range of soft plush dolls, with different looks, identities, outfits, and skin tones to support inclusive representation within our diverse early childcare kindergarten.
I hope to use the dolls in my practice in a variety of ways, to celebrate cultural diversity (Here are a number of experiences, I wish to implement throughout the year, in conjunction with the dolls):
- “This Is Me” Doll Introductions
Each doll is introduced slowly over time and shares:
- Their name
- Who they live with
- What makes them happy
- What they like to eat or play
Children are invited to say:
“That’s the same as me” or “That’s different to me”
Building connection without comparison.
2. Food & Family Stories
The doll “brings” a story about a family meal or celebration:
- A special food eaten at home
- A family tradition
- A celebration or gathering
Children can:
- Share what they eat at home
- Draw a picture of a family meal
- Add foods to a classroom “Our Families” display
- Music & MovementFromthe Doll’s World
The doll introduces:
- A song their family listens to
- A dance they like
- A lullaby or rhythm
Children are exposed to different styles of world music being able to move, sway or clap, together — no pressure to perform, just experience.
- Homes Around the World
The doll talks about where they live:
- Apartment, house, with grandparents, shared home, etc.
Children explore:
- Different kinds of homes (blocks, drawings, loose parts)
- The idea that families can look different and still be loving
- Feelings Check-InWiththe Doll
The doll shares how they’re feeling today:
“I feel shy today because I’m new.”
Children help:
- Name the feeling
- Suggest what might help
This normalises emotions across cultures and builds emotional vocabulary.
- Art That Reflects Identity
Children create:
- A portrait of the doll
- Clothing designs using different colours, patterns, or textures
- A shared mural of “Our Classroom Friends”
Focus on representation, not perfection.
- Greetings in Different Languages
The doll teaches how they say hello or goodbye at home. (Current languages of children spoken at home include Spanish, French, Mandarin, Portugese, Armenian, Indonesian, Vietnamese)
Children practise:
Children practise:
- Greeting the doll
- Greeting each other
This can be short, joyful, and revisited often.
- Problem-Solving Together
The doll shares a small social challenge:
“Someone didn’t want to play with me.”
Children offer:
- Kind words
- Ideas for fairness
- Ways to include others
This supports anti-bias thinking in a developmentally safe way.
- Story Time Companion
The doll “chooses” a book that reflects:
- Family diversity
- Cultural identity
- Friendship and kindness
The doll sits with the children during reading, reinforcing shared learning.
- Long-Term Relationship Building
Each doll becomes a familiar classroom friend, not a one-off activity:
- Appears regularly
- Grows relationships over time
- Reflects real classroom experiences
This builds trust, empathy, and belonging.
- If approved by the educational leader, later in the year I have proposed that, one child takes the doll home for a week.
- The family documents (photos/drawings) how they cared for the doll and what activities they shared.
- At group time, the child presents their experience, fostering pride, oral language development, family engagement, cultural sharing, celebrating the diversity of the multicultural classroom we share.
- As an educator I would like to guide discussion about similarities and differences in home experiences, reinforcing belonging and respect.