There is an increasing number of families from diverse cultural backgrounds living within New Zealand, leading to a range of cultural backgrounds being represented by children within early childhood centres. In order to support a child's cultural identity and sense of belonging, within the centre teachers need to have the skills to effectively support the child's cultural background. This can be a challenge as it is easy to turn to tokenistic and cultural stereotypes as the only means of supporting cultural groups (Chan, 2009). This article reviews findings from literature concerning critical multiculturalism and how teachers can utilise this pedagogy to support the diverse cultural needs of children. This article will explore what critical multiculturalism is, the importance of partnerships for effective critical multiculturalism and how this supports children's learning and development. Through this understanding teachers are able to work towards a more inclusive and culturally supportive environment.