In an article, Novinger and O'Brien (2003) question why early childhood teachers are forced to teach "a largely irrelevant, fragmented and meaningless curriculum in the name of school reform, a state of meeting and/or national standards” (p. 3). They discuss in this article how early childhood teachers should be able to provide a program that includes both state-based curriculum as well as teaching ideas and beliefs to enhance their lessons. Teachers can develop strict curricula by asking questions from the critical perspectives of pedagogues and use these perspectives to provide a detailed and more dominant lesson to enable children to have a better educational experience (Novinger & O' Brian, 2003). Until recently, early childhood education was unaffected by critical pedagogy. Today, critical educationalists believe that issues related to early childhood education need to be discussed. Some questions include the importance of early childhood education and who exactly the decision makers are. Our society has become diverse in many ways, including culturally, socially and ethnically. Children come from different types of households, requiring educators to maintain up-to-date educational practices and lessons that include a range of different types of children. It is very important that early childhood education teachers move away from unfair educational projects that exclude children from