Sparking Conversations on Culturally Responsive Childcare

What happens when children are not just invited into an activity, but are trusted to shape it from the beginning? In this episode, we sit down with Kennedy Kozak, a play professional and designer with a background in early childhood education and inclusive design, to explore what it means to co-design play with children. Kennedy shares how treating children as experts in their own experiences can shift the educator’s role from directing to facilitating. She also discusses  how agency can show up when children change the rules, use materials in unexpected ways, or take an activity somewhere adults never planned.  Listeners will walk away with practical ideas to give children more agency and create environments that invite curiosity and exploration. Mentioned in episode: Agency – A person’s capacity to make choices and actions that align with their values.  Kolding School of Design’s LAB for Play Design – The LAB explores play across various professional domains. To learn more, click here. The Work of Play: Child-Led Research as a Practice of Agency and Inclusion – Kennedy’s Master’s thesis explores child-centered design and play. To learn more, click here. 

What assumptions about play might we be carrying without realizing it—and who gets left out when we expect play to look a certain way? In this episode, we sit down with Alison Rinas, Manager of Inclusive Childcare at KidsIncluded, and Shay Saxton, Early Learning Inclusion Navigator at KidsIncluded, whose work focuses on creating inclusive, relationship-centred early learning environments where children experience belonging. Alison and Shay explore how our own experiences, cultures, and ideas about childhood can shape what we consider “meaningful” play—and why reflecting on those assumptions is an important part of inclusive practice. They discuss the vulnerability of examining bias, the value of reflecting alongside trusted colleagues, and how shifting our perspective can help us recognize different types of play. Listeners will walk away with practical ways to question their assumptions and strategies to create environments where children with different abilities can play, move, and communicate.  Mentioned in episode: KidsIncluded – A non-profit that works alongside families and community partners to deliver early learning inclusion support and strengthen skills. To learn more, click here.  Self-reflection – The internal process of examining your own thoughts, feelings, and behaviours. To learn more on how educators can reflect on their own biases and assumptions, check out the Resource Hub.  

What can children’s play teach us about who they are and what matters to their families? In this episode, we sit down with Amaka Amadike, faculty member at Bow Valley College and Executive Director of Between Cultures Foundation, to explore how culture shapes the ways children play, connect, and make meaning. Drawing on more than 20 years of experience across different countries and communities, Amaka shares stories of children bringing languages, family practices, and traditions into their play. We talk about why educators do not need to be experts in every culture—but do need to stay curious, ask respectful questions, and create space for children and families to share what is meaningful to them.  Listeners will walk away with practical ways to notice culture in everyday play and build stronger partnerships with families so children can see their identities valued in early learning spaces. Mentioned in episode: Between Cultures Foundation – Calgary-based nonprofit dedicated to advancing equity and inclusion for Black, immigrant, and racialized children and families in early childcare settings. To learn more, click here. Cultural Iceberg – A visual metaphor that shows the visible and invisible aspects of culture. To learn more, click here. Piaget’s Stages of Cognitive Development – This theory describes how children’s thinking abilities develop across four stages. To learn more, click here. Vygotsky’s Theory of Cognitive Develop – In his theories, Vygotsky emphasizes the role of social interactions and culture in learning. To learn more, click here.

What can we learn about children’s thinking when they play? In this episode, we sit down with Dr. Ozlem Cankaya, Associate Professor in Early Learning and Curriculum Studies at MacEwan University, to explore the connection between play and children’s cognitive development. Dr. Cankaya shares how pretend play and loose parts can support language, problem-solving, self-regulation, and flexible thinking. We also talk about how play looks different across cultures and why educators need to observe closely to decide when children need uninterrupted time, a new material, or a little more guidance.  Listeners will walk away with a deeper understanding of what children are learning through play and practical ways to observe, support, and extend play without taking over the experience. Mentioned in episode:  Cognition – The mental process of developing, processing, and using knowledge.  M.C Esher’s Water and Sky Painting – To see the painting Dr. Cankaya used in her undergraduate research, click here. Loose parts play – Open-ended  objects that children can move, combine, build with, and transform in many creative ways. Loose parts play and STEM skills – To read Dr. Ozlem Cankaya’s full  research paper Loose parts play encourages spontaneous science, technology, engineering, and mathematics (STEM) behaviours click here.

How do you create a childcare system that truly supports culture, diversity, and belonging?  In this episode, we sit down with Rebecca Leong, an early learning leader with over 20 years of experience and a strong focus on educator well-being and children’s rights, to explore what culturally responsive practice looks like when differences show up in the everyday. Together, we reflect on how leadership, mentorship, and reflective conversations can create safer spaces for educators to explore their own identities. Rebecca shares honest stories about discomfort, growth, and the importance of building systems that support curiosity, kindness, and authentic cultural learning—not just for children, but for the workforce itself. Listeners will walk away with practical insight into how to start meaningful conversations, support educator well-being, and create environments where both children and educators can bring their whole selves to the work. Mentioned in this episode: Rupertsland Institute – Métis Early Learning and Child Care Training. Visit website here.   ARCQE Conference – Learn more here.  FLIGHT Framework – Alberta’s Early Learning and Care Framework. Access here.  Spark Trainings – Visit the Spark website to learn more about Introductory Modules, our video series, and the In-Depth Spark Guide Training for Program Leaders.  If you’re curious to learn more about culturally responsive practices and want to access the free Spark guide, resource hub, and trainings, and more check out www.sparkguide.ca ✨