Educating for diversity in early childhood is a collective responsibility

On the occasion of Black History Month, Collège Nordique wishes to highlight initiatives that concretely bring equity, diversity, and inclusion to life from the very first years of childhood.

Through his social media platforms, Alexandre Ambec, an early childhood educator and contributor to workshops previously offered at the College, thoughtfully reminds us of the responsibility that rests with educators:

“As early childhood educators, we have an immense responsibility: to talk about diversity, to foster equity, and to bring inclusion to life… from the earliest years.”

This reflection aligns with well-established findings in education: between the ages of 0 and 5, children observe, feel, and begin constructing their understanding of the world. The representations, stories, and experiences they encounter have a lasting influence on how they perceive others, develop a sense of belonging, and navigate diverse environments.

Alexandre Ambec is no stranger to collaboration with Collège Nordique. In a previous article, he shared his vision of training grounded in heart and purpose, highlighting an educational practice that is human, engaged, and reflective. This continuity in his journey demonstrates a consistent commitment to inclusive and conscious early childhood education.

Opening the door to other cultures with respect and authenticity

Last year, in a rural learning centre, Alexandre Ambec was invited to design an activity to mark Black History Month. In a context where multicultural openness does not always come naturally, he asked himself an essential question:

“How can we raise awareness among children and families? How can we open the door to other cultures with respect, authenticity, and commitment?”

In collaboration with Wilgis Agossa, artistic director of the Noir et Fier exhibition in Winnipeg, he and his team organized a week-long exhibition and series of activities centred on West African cultures.

Traditional art objects, an African hairstyling workshop, food tastings, an introduction to the djembe, and Beninese stories shared by Elders created a meaningful and sensory experience for children and families alike.

The traditional African stories, in particular, sparked what he described as “beautiful discussions with the children.” These exchanges remind us that early childhood is a crucial moment to anchor values of openness, respect, and curiosity toward diverse cultural realities.

Unconscious bias: a professional responsibility

Beyond one-time activities, Alexandre Ambec also addresses a fundamental issue: unconscious bias in early childhood education.

“In early childhood, our biases can influence our expectations of children, our interpretation of their behaviours, and our relationships with families.”

Educational research shows that adult expectations directly shape children’s development and educational pathways. Recognizing one’s biases is not a sign of weakness; it is a professional responsibility.

As he clearly states:

“Recognizing these biases is a professional act. Working to dismantle them is an act of equity.”

This reflective stance aligns with contemporary early childhood practices that promote inclusive, culturally responsive environments grounded in equity.

An even greater role in minority contexts

In rural and Francophone minority settings, this responsibility becomes even more significant.

“We have an even more crucial role: to open windows onto the world, to value cultures, and to show children that diversity is a strength, not an exception.”

At Collège Nordique, this perspective echoes the commitments reflected in early childhood training and in broader equity, diversity, and inclusion initiatives. Preparing educators to support children from diverse backgrounds and to create truly welcoming environments is an integral part of a responsible pedagogical approach.

Inclusion cannot simply be declared. It must be built. And it begins in early childhood.

Published on February 17th 2026