Holidays with Intention: Reflecting on Joy and Belonging for Every Child

The scenarios below show a range of approaches along a continuum—from familiar, traditional holiday practices to highly culturally responsive strategies. Notice how educators balance routine, family input, and opportunities for children to learn about diverse traditions.

Holiday scenarios

At one end of the continuum: "We've always done it this way"

Ms. Anita looks at the calendar. The fall and winter holidays are approaching. She pulls her "holiday box" from the closet: black cats, ghosts, and jack-o-lanterns for Halloween; pumpkins and turkeys for Thanksgiving; and Christmas trees, ornaments, and Santa Clauses for Christmas. She smiles, ready for her usual celebrations.

For Ms. Anita, decorating the classroom and planning for her favorite themed activities are comforting rituals. They carry happy memories and mark the rhythm of the school year. Changing these routines feels emotionally challenging. Yet she's starting to realize that celebrating the "usual" holidays feels like a one-size-fits-all approach and may not authentically reflect all children's cultural traditions and experiences.

Moving toward culturally responsive learning: Cultural connections all year long

Mr. Jamal takes a culturally responsive approach, weaving discussions about culture—including holidays—into his weekly lessons so children learn about themselves and others year-round. He wants holidays to serve as windows into different cultures and values, while reducing the heightened emotions around holiday times and ensuring children whose holidays fall outside the program year are included.

Holiday learning in his classroom reflects the real-life experiences of children and families, rather than a random sampling from around the world. He begins by learning which holidays are meaningful to each child and family, inviting them to share and lead the learning. Together, they explore values such as generosity, light, and hope through books, songs, child-created art, and open discussions.

Family-driven experiences: Deepening connections

Ms. Tai focuses on family-driven experiences. Each year, she learns about the routines, traditions, and special days of the families in her group, letting these experiences guide the classroom instead of a preplanned holiday calendar.

When a holiday or special event is meaningful to a child or family, she invites them to share a photo, artifact, or story. Sometimes, multiple families celebrate the same holiday, sparking opportunities to compare traditions and discuss differences. Her goal is for each child to feel proud of their family's traditions while respecting others. Gentle prompts like "How will you celebrate?" invite sharing, curiosity, and empathy among peers. 

Shared celebrations: Centering community and values

Mr. Frandsen creates opportunities for children and families to gather and enjoy each other's company. His events follow the program's rhythm and the year's natural cycles—welcoming spring, celebrating the harvest, or marking class milestones. These gatherings focus on shared experiences rather than religious or national holidays. Examples include:

• Garden Day: celebrating the plants children have nurtured
• Friendship Feast: sharing a child-prepared meal with families and friends
• Kindness Day: appreciating the contributions of community members

These events build social-emotional skills. Children practice cooperation, express gratitude, and reflect on the classroom community. Families join in ways that feel comfortable to them. By focusing on shared values, every child and family experiences a sense of belonging throughout the year.

Minimizing holiday emphasis: Everyday learning and belonging

At the other end of the continuum, Mr. Kadin chooses to remove holiday celebrations. He works with children from many backgrounds and wants to avoid sending messages about whose traditions are "more important."

The children are fascinated by insects, trucks, and building skyscrapers. Rather than pausing these interests for holiday events, he follows their lead. A consistent daily routine provides comfort, especially for children who might find holidays overwhelming. This approach allows all children to feel a sense of ownership and belonging in the classroom while maintaining a predictable environment that focuses on everyday learning and relationships.

Learning about vs. celebrating holidays

The scenarios above show there is no single "right" way to approach holidays. Practices fall along a continuum—from honoring widely observed national or religious holidays, to culturally responsive approaches centered on children's and families' traditions, to shared or everyday experiences that emphasize values, relationships, and community.

One way to move along this continuum is to focus on learning about holidays—exploring traditions, values, and family practices—so children can understand differences without needing to take part in rituals that don't align with their cultural beliefs.

This approach:

• Respects diversity: Children and families practice many traditions. Learning about these avoids favoring one way of celebrating.
• Centers children and families: Focus on experiences, not just crafts or rituals.
• Ensures accurate representation: Learning from families keeps activities true to traditions.
• Encourages curiosity and empathy: Children notice similarities and differences and appreciate others' perspectives without pressure.
• Fosters inclusion: All children can participate without doing anything that conflicts with their family's beliefs.

Culturally responsive holiday learning celebrates the values, beliefs, and traditions children and families bring. Listening to families helps build a bridge between home and school, ensuring that every child's background is acknowledged and valued.

Reflection opportunities for educators

Paying attention to children's interests, family traditions, and shared experiences helps teachers create inclusive classrooms. Discussing holiday practices with colleagues and families ensures they remain meaningful and culturally respectful. Consider questions like:

1. Which holidays or traditions matter to the children and families in my program? How do I know?
2. How might celebrating or highlighting a holiday affect children who do not observe it?
3. Are holiday activities fair, respectful, and age-appropriate for all children?
4. How can learning about holidays help children notice similarities and differences without favoring one way of celebrating?
5. How can families share their traditions in meaningful ways?
6. How do my experiences and assumptions influence my approach?
7. Are classroom routines and children's interests prioritized over holiday events?
8. How can discussions about culture, identity, and relationships be part of daily learning, not just holidays?

Bringing it all together

Focusing on learning about holidays rather than automatically celebrating them allows educators to honor children's and families' traditions while fostering empathy, curiosity, and a sense of belonging. Regular reflection and collaboration with families help classroom practices remain fair, meaningful, and culturally responsive.

References

Derman-Sparks, L., Olsen Edwards, J., & Goins, C. M. (2023). Holidays in a diverse world: Applying anti-bias thinking to curriculum. NAEYC.

Derman-Sparks, L. & Olsen Edwards, J. (2019). Anti-bias education and holidays: Making thoughtful decisions. NAEYC. 

Howell, J., & Reinhard, K. (2015). Rituals and traditions: Fostering a sense of community in preschool. NAEYC.

National Association for the Education of Young Children. (2022). Developmentally appropriate practice in early childhood programs: Serving children from birth through age 8. NAEYC.

Weiss, D. (2008). Unwrapping the holidays: Reflections on a difficult first year. In A. Pelo (ed.), Rethinking early childhood education. Rethinking Schools.

York, S. (2016). Roots and wings: Affirming culture and preventing bias in early childhood. Red Leaf Press.