7.3: Individuality
- Page ID
- 205351
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Individuality is defined as the characteristics and experiences unique to each child, within the context of their family and community, which have implications for how best to support their development and learning (NAEYC, 2020). Considering an individual child’s needs means knowing what is appropriate for a given child. Early childhood professionals must take time to get to know the child as an individual and as a family and community member. The way this is determined is through a variety of methods:
- Reflection on the professional's knowledge of the community;
- Seeking information from the family through formal (conferences, family events, requesting parents also complete assessment tools, etc.) and informal means (daily communication, child information sheets upon enrollment, etc.);
- Observing the child;
- Examining the child's work;
- Using authentic, reliable, and valid individual child assessments.
The curriculum should be tailored to each child’s different developmental needs. Perhaps there is an art activity in the classroom in which children cut paper with scissors and glue it onto a larger sheet. If some children do not have strong scissor skills, they may rip paper instead and use glue sticks to glue it down. In this way, children’s individual developmental needs are met. They still can practice fine motor skills with art, but it is not designed to limit children by ability level. This type of planning is one of the hallmarks of early childhood professionals – the thoughtful practice of tailoring activities to meet children’s individual needs. This practice is also referred to as differentiation, where the teacher understands and implements the idea that “one size does not fit all” (Blums & Holloway in Julien et.al, 2023)
Diversity Beyond Skills Alone
Early childhood professionals must also understand that each child's knowledge, skills, abilities, interests, and needs contribute to the overall diversity among the group, and that these differences extend to:
- How children see themselves and their social identity within their community/culture;
- Interests, preferences, and strengths that children, and others, acknowledge and/or express;
- Children's temperament, personalities, motivations, and approaches to learning;
- Cultural knowledge, including all facets of language.
Recognizing this diversity, and the opportunities it offers to support all children's learning, exemplifies a model for appreciating each child's unique strengths and talents.
References
Blums, A. & Holloway, S.N. (2023). Developmentally appropriate practice. In Julien et.al. (2023). Introduction to early childhood education. Libretexts.
National Association for the Education of Young Children. (2020). Developmentally appropriate practice (DAP) position statement. NAEYC.