In early childhood education, we often talk about behaviour, routines, and development, but not always about neurodivergence. More and more children in our settings are neurodivergent, including those who are autistic, ADHD, or experience the world in ways that don’t fit traditional expectations.
Yet, many of our environments, routines, and responses are still built around the idea that all children should think, feel, and behave in the same way.
What is Neurodivergence?
Neurodivergence simply means that a child’s brain works differently.
This might include differences in:
- communication
- sensory processing
- attention and focus
- emotional regulation
- social interaction
These differences are not something to fix, they are a natural part of human diversity. Their brain is just wired differently.
Looking Beyond Behaviour
One of the biggest challenges in early childhood is that neurodivergence is often seen through the lens of behaviour.
A child who avoids group time, struggles with transitions, becomes overwhelmed or dysregulated or doesn’t respond in expected ways, may be labelled as 'challenging' or 'difficult'. As much as we would hope this isn't the case, I have heard this used to describe children time and time again in ECE settings. But what if we shift our thinking slightly and ask ourselves 'what is this child experiencing?'.
I'm a big believer in putting yourself into the child's shoes, but beyond that, thinking about what their experience may be, even if it's different to your own. For example I get overwhelmed with loud noises and too many sounds happening at once. This might be the same for children, or they may be experiencing overwhelm due to visual stimuli. When we try to think about what things feel like from another's perspective, that's when we really begin to understand.
Sensory Experiences Matter
Many neurodivergent children experience the world in heightened or different ways.
Sounds may feel louder. Lights may feel brighter and textures may feel overwhelming.
What might look like 'refusal' or 'avoidance' is often a child trying to cope in an environment that feels too much.
Rethinking Our Expectations
Early childhood settings often rely on:
- group times
- transitions
- routines
- expectations around sitting, listening, and participating
But these don’t work for all children. Not to mention that early childhood settings can be loud, full of visual stimuli and have a lot of social communication involved, or at least being around other people.
Supporting neurodivergent children may mean:
- offering flexibility
- allowing movement
- reducing pressure to conform
- adapting environments and expectations
- building 'safe' and 'quiet' spaces into the environment
Strength Based Approach
Neurodivergent children bring incredible strengths:
- deep focus on interests
- creativity and imagination
- unique ways of thinking
- honesty and authenticity
When we shift our perspective, we begin to see capability instead of deficit.
What Can Teachers and Parents Do?
- Observe and listen without judgment
- Reduce sensory overwhelm where possible
- Offer choices and flexibility
- Follow the child’s interests
- Focus on connection over compliance
Supporting neurodivergent children isn’t about changing who they are, it’s about changing how we respond.
When we create environments that are flexible, understanding, and inclusive, all children benefit.
If you’re wanting to explore this further, I’ve created a digital guide focused on play with autistic children, with practical ideas to support connection, communication, and understanding through play.
It’s designed to be simple, realistic, and supportive for both educators and families.
You can find it here https://ecokidsnz.com/collections/resources-and-downloads/products/the-way-they-play-ebook