By Juliette Moran at the Early Years Alliance
Do we believe that every child is unique?
In early years (and hopefully in the wider educational environment) we鈥檙e used to the mantra 鈥渆very child is a unique child鈥. We ensure that, as educators, we plan for our children鈥檚 development and are clear on the direction we want to steer our children鈥檚 education. There is non-statutory guidance that supports our work and suggests what typical development looks like.
But what happens if a child doesn鈥檛 鈥榩resent鈥 as typical?
In a world that changes so fast how do we ensure those children that think and react differently to expected norms, are supported and comforted and guided through this noisy, ever-changing and, at times, inconsiderate society?
Are we inclusive of all areas of that child鈥檚 life? Do we fully involve parents in their child鈥檚 learning and development, or do you think they still feel isolated at a time when they may have concerns about their child?
We are social beasts and we thrive on human contact and interaction. But some of us don鈥檛 and that makes it hard to fit in.
Who fits in with who?
But if we believe that every child is unique, why should we expect them to fit in? Do we help parents navigate their child鈥檚 world or do we try to put their child鈥檚 milestones in boxes or record them against a predetermined ticklist? Does working in this way really help us to understand the unique child? Is it really easier for us to work in this way so we can explain to parents 鈥渨here their child is at鈥?
The revised EYFS and the non-statutory guidance and gives us a huge opportunity to move away from 鈥榯racking鈥 children and focusing instead on celebrating their uniqueness. There are conversations around cultural capital and what each child鈥檚 cultural capital brings to our setting and how it can be used to boost the knowledge and experience of all.
Celebrating and welcoming difference
So why don鈥檛 we make more of the opportunities that every child brings with them?
Do we make the setting quiet and explain that not all of us like noise? Do we change the way we display things? Do we have a board for busy minds and a board for quieter minds that show a super focus on a particular activity? Do we allow our children with more sensitive needs the time to try and explain why they feel the way that they do rather than trying to work it out for ourselves?
With Covid having separated us from daily interaction with parents, do we still ensure that the whole family is supported?
Here鈥檚 the thing, if we truly believe that every child is unique why don鈥檛 we celebrate EVERY child鈥檚 uniqueness and their cultural capital?
Why don鈥檛 we hold open days or parents evening to explain to parents what we do to be fully inclusive?
It may not matter to those parents who have children that present with typical development, but it could mean the world to those parents whose children are at the beginning of their journey, in the process of diagnosis or at the end of it.
It could mean the world to a parent that is trying so hard to cope with the unexpected to know that the setting their child is in, cares as much about nurturing relationships in the wider society for the 鈥榞rown ups鈥, as they do for the child鈥檚 development.
