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26.4: Learning about Individual Children

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  • Page ID
    142765

    • Amanda Taintor & Emily Elam
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    Each Child is Unique

    Information about a specific disability may give an early childhood educator ideas for how to support a child. However, when serving an individual child, the provider should focus on the child's needs, not the disability or its label. A child with cerebral palsy, for example, may walk with leg braces, use a wheelchair, have minor physical symptoms, or demonstrate a delay in using language. The possible variations within this one label are tremendous, indicating that no single label or diagnosis can provide enough information about a particular child. Early childhood educators need to learn beyond a textbook definition and ask questions with sensitivity and understanding—particularly in talks with parents.

    Early childhood educators can go forward setting a tone of welcome and understanding. When a family member shares a child's diagnosis, a good follow-­up question is often "And how does that affect ____________'s development?" This approach can help assure a family member that the child care provider is sincerely concerned about the child's success and is interested in providing appropriate, individually tailored care. The response from the parent will help the child care provider determine what accommodations might be needed, what other questions may be appropriate to ask, and whether specialists are involved or needed.[1]

    [1] Chapter 15: Families of Children with Special Needs or Special Health Care Needs by Krischa Esquivel; Emily Elam; Jennifer Paris; and Maricela Tafoya CC BY

    This page titled 26.4: Learning about Individual Children is shared under a mixed 4.0 license and was authored, remixed, and/or curated by Amanda Taintor & Emily Elam.