Meeting the needs of all children in early childhood education

Abstract

All individuals may need assistance at some point in their lives; some will always require support, while others need it temporarily. Preschools play a crucial role in accommodating children who face challenges, as targeted support can significantly influence their development and well-being. This article highlights the role of preschool teachers in assessing and identifying children’s support needs and the value of early intervention. The assessment of children’s needs is divided into two parts: first, fundamental factors that significantly impact a child’s well-being and behavior, and second, their educational needs. Following this, the focus is on intervention and support through play, as play is the most powerful learning tool for all children, regardless of their abilities and development. The purpose of the article is to shed light on practical approaches in early years education and to emphasize the importance of detailed assessment and targeted support for those who need it. The article underscores the role of preschool in the development and learning of children during the years when the foundation for their long-term education and well-being is laid. Early intervention and support can make all the difference in a child’s learning and development and can help a child overcome additional needs altogether. The preschool environment and qualified staff play a significant role in the well-being and comprehensive development of children. With minor adjustments, such as changes to the teaching approach or environment, or the provision of additional support, encouragement, and help, significant progress can be made. At the end of the article, the philosophy of slow-paced pedagogy is addressed. This philosophy aligns well with the concept of an inclusive school. It involves an educational setting where children are given time and space to learn, recognizing that we are not all alike and do not all walk the same path, but we still aim for the same goal: to become good and caring individuals with a positive self-image and strong social and emotional skills. Icelandic preschools face various challenges, such as a shortage of preschool teachers, which can affect the quality of preschool education. However, children are entitled to a high-quality education that meets their needs and helps them achieve their best possible outcomes and fulfill their potential. The article is based on a theoretical approach and the author’s knowledge, experience, and interest in issues concerning children with special needs.