In an article, Novinger & O'Brien (2003) ask why early childhood teachers are forced to teach “largely irrelevant, fragmented and meaningless curricula in the name of school reform, a state of meeting and/or national norms” (p. 3). In this article they talk about how early childhood teachers should be able to provide a curriculum that includes both the state curriculum and pedagogical ideas and beliefs to improve their lessons. Teachers can develop rigorous curricula by asking questions from a critical pedagogical perspective and use those perspectives to provide a detailed and more dominant lesson to enable children to have a better educational experience (Novinger & O'Brien, 2003). Until recently, early childhood education was not influenced by Critical Pedagogy. Now, critical pedagogues believe that the problems of early childhood education need to be discussed. Some issues include the importance of early childhood education and who exactly are the makers of the rules. Our society has become diverse in many ways, including culturally, socially, and ethnically. Children come from various types of families, requiring educators to maintain up-to-date educational practices and lessons that are inclusive of a range of different types of children. It is very important that early childhood education teachers distance themselves from unfair education plans that alienate children