Analysing design features of children’s apps through an intersectional pedagogical lens

As digital narrative apps become increasingly integrated into early childhood education, questions arise about their capacity to support genuine equity and inclusion rather than surface-level diversity. This study critically examines five interactive narrative apps designed for young children through an intersectional pedagogical lens, evaluating how design features engage with or obscure children’s complex identities. Using qualitative methodology informed by multimodal social semiotics and intersectional theory, the analysis examines The Monster at the End, Alba: A Wildlife Adventure, Hat Monkey, My PlayHome and Just Me and My Dad. The research addresses how app design engages with intersecting social categories including race, gender, language, ability and socioeconomic background. The findings reveal a predominant reliance on abstraction strategies, particularly non-human protagonists, that sidestep rather than engage with the complex realities of children’s lived experiences. While many apps gesture towards inclusivity through visual diversity, they often fail to address the intersecting nature of children’s identities or to challenge dominant narratives. The paper argues that intersectional pedagogy demands more than aesthetic representation; it requires relational and situated portrayals that affirm children’s multiple social positions. The discussion offers implications for early childhood educators and designers seeking to create inclusive app engagement experiences for children.