Introduction to Neurodiversity in Early Childhood Education

Adapted by Dr. Cathy for early childhood educators, based on concepts from the Normal Isn’t Real Toolkit. This adaptation applies those concepts specifically to educators working with children from birth through age seven.

Objectives

This article provides:

An introduction to neurodiversity in early childhood
A basic understanding of the developing brain
An overview of how young children learn
An explanation of self-regulation and co-regulation
Eight principles of neurodiversity adapted for early childhood education
Practical strategies for creating neurodiversity-affirming environments

What Is Neurodiversity?

Sociologist Judy Singer introduced the term neurodiversity to describe neurological differences as a natural part of human diversity. The concept initially centered on autism but has expanded to include differences associated with attention-deficit/hyperactivity disorder (ADHD), dyslexia, learning disabilities, communication differences, sensory processing differences, and other variations in how people experience and interact with the world.

A neurodiversity perspective encourages educators to move away from viewing one type of brain or pattern of development as “normal” and all others as deficient. Instead, it recognizes that children vary in how they communicate, play, move, focus, regulate emotions, process sensory information, interact with others, and demonstrate learning.

Neurodiversity does not mean that children’s disabilities, developmental delays, or support needs should be ignored. Some children experience significant barriers and need specialized instruction, therapy, accommodations, or other services. A neurodiversity-affirming approach recognizes those needs while also respecting each child’s identity, abilities, interests, relationships, and strengths.

▶ Watch: Neurodiversity in a Nutshell (4:28)

Reflection

How can early childhood programs celebrate neurodiversity in the same way that they celebrate other forms of human diversity? Consider classroom materials, family communication, teaching practices, and expectations for children’s participation.

Neurodiversity During the Early Years

Birth through age seven is a time of rapid development. Young children’s brains form and strengthen connections through relationships, play, movement, communication, repetition, exploration, and daily experiences. Development does not occur at the same rate or in the same sequence for every child.

A child may demonstrate advanced skills in one area while needing substantial support in another. For example, a child may have an extensive vocabulary but struggle with transitions. Another child may solve complex puzzles while communicating primarily through gestures, pictures, signs, or a communication device. These differences should not automatically be interpreted as laziness, defiance, lack of interest, or lack of intelligence.

Early childhood educators must consider each child’s developmental level, cultural and linguistic background, temperament, experiences, abilities, and current needs. Expectations should be appropriate for the individual child and for the child’s age.

A Simple Understanding of the Developing Brain

The brain is a complex, interconnected organ that processes sensory information, supports communication and movement, influences emotions and behavior, and allows children to learn from their experiences. Three concepts are especially important for early childhood educators.

Cerebrodiversity

Cerebrodiversity is the understanding that variations in neurological development are a natural part of human diversity. Brain differences interact with relationships, experiences, opportunities, and environments to shape development.

Neuroplasticity

Neuroplasticity is the brain’s ability to form and reorganize connections in response to learning and experience. During early childhood, consistent relationships, meaningful play, communication, movement, and repeated practice help strengthen developing skills.

Neuroplasticity should not be interpreted as meaning every child will develop the same way with enough practice. Children have individual developmental profiles, and some will continue to require accommodations and specialized support.

Connectivity

Different brain areas and systems work together. Young children’s sensory experiences, emotions, movement, attention, communication, and thinking are interconnected. For example, a child overwhelmed by noise may struggle to listen to directions, use language, or participate in a group activity.

▶ Watch: How the Brain Works (1:03)

▶ Watch: Neuroplasticity (2:03)

Developing Self-Regulation and the Importance of Co-Regulation

Self-regulation is the developing ability to manage attention, emotions, behavior, and responses to sensory experiences. Young children are not born with fully developed self-regulation skills. These abilities emerge gradually and depend heavily on supportive relationships and repeated experiences with trusted adults.

Before children can regulate themselves consistently, they rely on co-regulation. Co-regulation occurs when an adult provides the calm presence, predictable support, and responsive guidance a child needs. An educator may co-regulate by:

Using a calm voice and simple language
Acknowledging and naming the child’s feelings
Offering comfort or remaining nearby
Providing movement or sensory support
Reducing noise, light, or other stimulation
Using pictures to clarify what will happen next
Breaking a task into manageable steps
Maintaining consistent and predictable routines
Giving the child additional time to process and respond

A child who cries, runs away, covers their ears, refuses an activity, hits, or shuts down may be communicating that the situation exceeds their current ability to cope. Educators should look beyond the behavior and consider possible causes, including:

Hunger, fatigue, illness, or discomfort
Separation anxiety
Sensory overload or sensory-seeking needs
Communication frustration
An unfamiliar person, activity, or environment
An unexpected transition or change in routine
A task that is too difficult or includes too many steps
Stress, fear, or previous adverse experiences
A need for connection, movement, space, or processing time

Behavior is communication. This does not mean that unsafe behavior should be permitted. Adults must protect everyone’s safety while identifying the unmet need, teaching an appropriate replacement skill, and changing aspects of the environment when necessary.

How Young Children Learn

Learning capacity is affected by physical and emotional needs

Young children have a limited capacity to process information. Hunger, fatigue, stress, sensory overload, illness, and strong emotions can reduce their ability to listen, remember directions, communicate, and participate.

Educators can reduce unnecessary demands by providing predictable routines, visual cues, manageable directions, movement opportunities, quiet spaces, and responsive relationships.

Emotions influence learning

Children learn best when they feel physically and emotionally safe. Fear, shame, and excessive stress interfere with attention, memory, exploration, and problem-solving. Warm and dependable relationships help children feel secure enough to take risks, make mistakes, and try again.

Learning occurs through play, movement, and exploration

Young children learn by interacting with people, objects, and environments. They need opportunities to manipulate materials, move their bodies, engage their senses, imitate others, test ideas, and participate in meaningful play. Hands-on experiences help children connect new information to what they already know.

Repetition supports learning

Children often need to encounter an idea or practice a skill many times and in different contexts. Repeated songs, stories, routines, games, and experiences strengthen familiarity, memory, and confidence.

Repetition should be engaging and responsive rather than based only on pressure or rote performance. A child may demonstrate learning differently across settings or from one day to another.

Novelty can encourage interest

New materials, songs, questions, visitors, and experiences can attract children’s attention. However, novelty can also stress children who need predictability. Educators can balance familiar routines with carefully introduced new experiences and give children time to observe before participating.

Mistakes are part of learning

Young children need safe opportunities to experiment and make mistakes. Educators can emphasize effort, strategies, and growth by using phrases such as “You are still learning,” “Let’s try another way,” and “You kept working on it.”

Supportive feedback helps children develop confidence and persistence without creating shame. Children may also need adult encouragement, modeling, scaffolding, or a break before they are ready to try again.

▶ Watch: Developing a Growth Mindset (9:37)

Learning is social

From infancy, children learn through responsive interactions with adults and peers. They observe, imitate, share attention, communicate, and gradually learn to participate in groups.

Some children thrive in group activities, while others participate more successfully with a trusted adult, in a small group, or after observing. Educators should provide different pathways into social experiences rather than forcing every child to participate in the same way.

Children do not have fixed learning styles

Children may have preferences and strengths, but they should not be labeled as a particular “type” of learner. Learning depends on the child, the task, the environment, previous experiences, and the supports available.

Educators should present information in multiple ways and allow children varied ways to participate. For example, a child might demonstrate understanding by speaking, pointing, drawing, moving, acting, selecting a picture, using signs, or using a communication device.

Learning should build upon strengths

A strength-based approach begins by identifying what a child can do, what interests the child, and what helps the child participate successfully. Educators can use these strengths and interests to support areas that are still developing.

Do not use a child’s strengths to minimize genuine challenges. Strength-based teaching recognizes both abilities and needs and supports the child without defining them by a diagnosis or difficulty.

Eight Principles of Neurodiversity for Early Childhood Educators

1. Every child’s brain develops differently

Variation is expected in early development. Educators should observe each child carefully instead of measuring every child against a single image of what is “normal.”

2. Abilities exist along continuums

Communication, attention, movement, play, literacy, sensory processing, and social interaction develop along broad continuums. A child may need support in one area and demonstrate notable strengths in another.

3. Culture influences how abilities and behavior are understood

Ideas about successful behavior are shaped by cultural and social expectations. Families and cultures may understand eye contact, independence, activity level, communication style, and adult-child interaction differently.

4. Labels provide information but do not define a child

A diagnosis may help a child obtain needed services and accommodations, but it does not describe the whole child. Educators should learn about the child’s interests, relationships, communication, strengths, needs, and family priorities.

5. Children need support to participate in their environments

Educators help children develop communication, self-regulation, motor, social, and learning skills. Support should be respectful, developmentally appropriate, and focused on meaningful participation rather than making children appear indistinguishable from their peers.

6. Environments must also be adapted to children

Inclusion is not achieved by expecting every child to adjust to an inflexible classroom. Educators can modify schedules, materials, noise levels, lighting, seating, transitions, group sizes, instructions, and participation methods.

7. Positive supports should be individualized

Helpful supports may include visual schedules, first-then boards, sensory tools, movement breaks, alternative seating, communication devices, simplified directions, predictable routines, additional processing time, or access to a quiet space. No single strategy will work for every child.

8. Supportive experiences promote development

Responsive relationships and accessible environments give children more opportunities to participate, communicate, practice skills, and experience success. Over time, these positive experiences support learning, confidence, development, and belonging.

▶ Watch: Playing to Our Strengths: Neurodiversity and Education (10:15)

Reflection

Every child has strengths and areas where they need additional support. Consider how you can help children experience their strengths while respectfully supporting emerging skills.

Neurodiversity-Affirming Classroom Practices

Early childhood educators can create more inclusive learning environments by:

Building warm, responsive relationships with every child
Treating behavior as communication
Supporting regulation before expecting compliance
Using predictable routines while preparing children for changes
Providing visual, verbal, sensory, and hands-on information
Offering different ways to communicate and participate
Incorporating children’s interests into instruction
Including movement and sensory opportunities throughout the day
Avoiding assumptions about competence based on speech or behavior
Respecting children’s boundaries and bodily autonomy
Teaching peers to appreciate differences without singling out a child
Collaborating with families, specialists, and intervention teams
Presuming competence while providing appropriate support
Recognizing individual progress without comparing children
Ensuring that accommodations are available without shame or punishment

Partnering With Families

Families are essential sources of information about their children. Educators should ask what helps the child feel safe, communicate, manage transitions, and participate successfully. Families may also have preferences regarding language, disability identity, person-first or identity-first terminology, goals, and services.

Partnership requires listening without judgment and recognizing that families may be navigating evaluations, diagnoses, services, or concerns about their child’s development. Educators should share specific observations, avoid diagnosing, and follow established procedures when developmental concerns arise.

The goal is to work with families to support the child. When planning appropriate support, consider family knowledge, professional observations, formal assessments, and information from specialists together.

Conclusion

Judy Singer’s concept of neurodiversity challenges educators to reconsider the idea that there is one “normal” way for a brain to develop, learn, communicate, or participate. This perspective matters especially in early childhood, when development is rapid, uneven, and strongly shaped by relationships, experiences, and environments.

For children from birth through age seven, neurodiversity-affirming practice means recognizing individual strengths and needs while providing co-regulation, explicit teaching, accommodations, and developmentally appropriate expectations. Rather than asking only, “How can this child fit into the classroom?” educators should also ask, “How can we shape this classroom so that every child can belong, participate, communicate, and learn?”

Watch the Full Documentary

For more information about neurodiversity, watch the documentary Normal Isn’t Real (approximately 1 hour and 20 minutes). If you don't want to watch the full film, focus on the section about Dave: Succeeding with Learning Disabilities & ADHD.

Access Normal Isn’t Real through SFCC’s private page

Password: spokanefalls

Attribution

Dr. Cathy adapted this article for early childhood educators from Introduction to Neurodiversity in the Normal Isn’t Real Toolkit. The concept and term neurodiversity are credited to sociologist Judy Singer. The original toolkit also draws on broader research and educational resources on brain development, learning, and neurodiversity principles.

Would you rather read the original Toolkit lecture? Here it is!