A critical reflexión to (re)open the pedagogy about race and racism with toddlers during neighborhood walks

Anti-racist education in early childhood education centers the voices, experiences, and knowledge of people of color, fostering both positive racial identity development and critical awareness of racial issues. However, the practical implementation of anti-racist education—particularly in classrooms with very young children—remains underexplored. In response, this reflexive essay revisits two vignettes from neighborhood walks with older toddlers (ages 29–35 months) in a gentrifying community of color to examine the potential of integrating a place-based approach into anti-racist pedagogy. Grounded in the conceptual framework of haunting, this study highlights the silenced yet ever-present histories that emerge through young children's everyday interactions with their surroundings. By critically reflecting on these moments, the paper bridges the gap between theory and practice in anti-racist pedagogy, and advocates for practical, embodied teaching strategies that make space for race-conscious conversations in early learning environments. Ultimately, this essay offers a way to reimagine anti-racist pedagogy in early childhood education, with particular attention to the unique needs and capacities of toddlers.