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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’re used to the mantra “every child is a unique child”. We ensure that, as educators, we plan for our children’s development and are clear on the direction we want to steer our children’s education. There is non-statutory guidance that supports our work and suggests what typical development looks like.

But what happens if a child doesn’t ‘present’ 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’s life? Do we fully involve parents in their child’s 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’t 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’s world or do we try to put their child’s 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 “where their child is at”?

The revised EYFS and the non-statutory guidance and gives us a huge opportunity to move away from ‘tracking’ children and focusing instead on celebrating their uniqueness. There are conversations around cultural capital and what each child’s 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’t 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’s the thing, if we truly believe that every child is unique why don’t we celebrate EVERY child’s uniqueness and their cultural capital?

Why don’t 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 ‘grown ups’, as they do for the child’s development.