Inclusion as everyday practice

Inclusion is no longer seen as something extra in early years settings. It is part of everyday practice. Many practitioners are supporting children with a wide range of needs, including developmental differences, communication challenges and emotional regulation difficulties.

This work is deeply rewarding, but it can also feel overwhelming without the right support. Inclusive practice begins with understanding. Every child develops at their own pace, and early identification of needs can make a significant difference. Observing carefully, listening to families and working as a team helps create a clearer picture of each child’s strengths and challenges.

The right support

Training and confidence go hand in hand. When practitioners understand why children behave or respond in certain ways, they feel more able to support them. Access to guidance from specialists, such as speech and language therapists or advisory teachers, can strengthen practice and reduce uncertainty.

Inclusion also depends on flexibility. Adapting routines, environments and expectations allows children to feel safe and successful. Small changes, such as quieter spaces or visual supports, can have a big impact.

Building trust

Families are key partners in this work. Open, respectful communication builds trust and ensures that support is consistent between home and setting.

Keep learning, ask for help when needed and celebrate progress in all its forms. An inclusive setting is one where every child, and every practitioner, feels they belong.

Something to think about…

Think about one child you currently support: what small adaptation has made the biggest difference to their sense of belonging?

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