How do we include everyone in our community?
In Takhini Elementary School’s Kindergarten class, educators Lorraine Wilcox, Amrit, and Filamie guided learners on a journey of self-discovery and community inclusion. Together, they explored the question: “How can we include everyone in our community?”
This inquiry was sparked by two learners arriving at the school one day, each wearing beautiful Henna designs on their hands. The patterns captured the attention of the other learners, who were filled with questions and curiosity. Education Assistant Amrit, who practices Henna as part of her culture, immediately connected with the students. “I know that. That is Henna. I practice using Henna in my culture,” she shared. This interaction opened the door for a deeper inquiry into personal identity and cultural inclusion within the classroom.
To further explore this connection, Amrit and Early Learning Coach Katharine Grenier read the book Nadia’s Hands, a story about a young girl who receives Henna as part of a cultural tradition before attending a wedding. As Katharine read the story aloud, Amrit paused to highlight aspects of the Henna tradition from her own culture and answered questions from the learners. The learners were fascinated, and the conversations allowed them to reflect on their own identities and how cultural traditions shape who we are.
Building on this, educators extended the learning into play. The learners were invited to trace their hands on skin-coloured construction paper, exploring different shades of skin tone to see which one best matched their own. As they traced their hands, they made connections to the patterns of Henna, creating their own designs with markers. The activity deepened their understanding of personal identity and incorporated mathematical concepts like patterning, as the children engaged with the shapes and repetitions in their designs. One learner proudly remarked, “I am making a different pattern on each finger.”
The class was so inspired by the project they decided to make their learning visible to the entire school. Their colorful designed Henna hands were displayed in the hallway, along with the core competency and curriculum connections they had explored. The hands became a beautiful representation of the classroom's journey towards understanding personal identity, cultural inclusion, and mathematical thinking. As members of the school community passed by, they were greeted by a rainbow of hands, each one reflecting a deep personal connection.
Reflecting on the project, one learner shared, “This colour is like my skin.” These words highlight the importance of helping children see and celebrate the unique aspects of who they are. Through their inquiry into Henna and personal identity, the kindergarten class at Takhini Elementary is not only learning about culture and tradition but also about the power of inclusion and connection in building a supportive and understanding community.
The inquiry helps the learners recognize the diverse ways in which they can come together, celebrate their differences, and foster a learning environment where everyone feels seen, valued, and included.