Understanding Children Through Commonality, Individuality, and Context

A simple guide for early childhood educators

Early childhood educators make many choices each day about what toys, games, and activities children will use. These choices are not random — they are based on what we know about children and what helps them learn best.

A helpful way to think about children is through three core ideas:

1. Commonality

2. Individuality

3. Context

These three ideas guide teachers in choosing materials that help children learn, play, and grow. Core Considerations to Inform D…

1. Commonality: What Children Typically Do at This Age

Commonality means what is typical for children in a certain age group.

Researchers and educators have studied child development for many years.We know that most children around the same age:

• Develop similar skills

• Show similar interests

• Learn in similar ways

Understanding this helps teachers choose activities that match children's developmental level.

👍 Simple Examples:

• Toddlers need activities that build motor skills and language, such as blocks, stacking cups, and picture books.

• Preschoolers benefit from pretend play, art materials, and story activities to support creativity and early literacy.

• School-age children often enjoy board games, building materials, science experiments, and writing tools.

These decisions are based on what is "common" or typical for that age group.

✨ Simple tips:

• Know the age group you are working with

• Think about skills they are building now

• Choose activities that support those skills

2. Individuality: What Makes Each Child Unique

Individuality means recognizing that every child is different, even if they are the same age.

Children have unique:

• Interests

• Temperaments

• Learning styles

• Strengths

• Challenges

Educators learn about individuality by observing, listening, and interacting with children.

👍 Simple Examples:

• A child who loves music might enjoy instruments or movement songs

• A child who loves animals might enjoy puzzles, books, or pretend play with animals

• A child who prefers quiet time might enjoy drawing, sensory bins, or books

Choosing materials that match a child’s interests keeps them engaged and motivated.

✨ Simple tips:

• Watch what children choose on their own

• Notice what makes them excited

• Build on their strengths

• Offer activities that challenge them in a supportive way

3. Context: Family, Culture, and Environment

Context refers to a child’s background, including:

• Family values

• Culture

• Language

• Home environment

• Community

Children bring their identity and experiences into the classroom. When educators respect and include these pieces of who children are, they help them feel safe, valued, and connected.

👍 Simple Examples:

• If a child speaks another language at home, include books or songs in that language

• If a family celebrates cultural holidays, integrate art, stories, or songs related to that celebration

• If a family enjoys outdoor activities, offer nature play, gardening, or science exploration

Context helps educators build meaningful connections between home and school.

✨ Simple tips:

• Talk with families

• Learn about children's cultures and traditions

• Include materials that reflect diverse backgrounds

• Make the classroom welcoming to all identities

Putting It All Together

The best learning experiences come from balancing all three ideas:

1. What is typical for this age group? (commonality)

2. What does this specific child enjoy or need? (individuality)

3. What is important in this child’s family and culture? (context)

When educators consider all three, they help children:

• Feel confident

• Stay engaged

• Learn new skills

• Connect with their identity

• Build relationships

Example: One Child, Three Ways

Let’s imagine a preschooler who loves drawing.

Commonality:

Preschoolers learn fine motor skills and storytelling through art.

Individuality:

This child enjoys expressing ideas through pictures.

Context:

Their family values cultural traditions, so drawing can include symbols, family stories, or celebrations.

One simple activity — drawing — can support the whole child.

Practical Tips for Educators

✔ Observe before you plan

Watch children play. Let them show you who they are.

✔ Use strengths as a starting point

Children learn best through what they enjoy.

✔ Offer choices

This builds independence and motivation.

✔ Keep materials open-ended

Blocks, art supplies, and pretend play items can be used in many ways.

✔ Connect home and school

Ask families about their values, routines, and culture.

✔ Make learning meaningful

Children need to see themselves in the materials around them.

Why This Matters

Children grow best when learning experiences support their:

• Development

• Interests

• Identity

Using commonality, individuality, and context helps educators make thoughtful decisions that promote:

• Learning

• Belonging

• Confidence

• Joy

Children are more than learners — they are individuals with unique histories, strengths, and voices.

Final Thoughts

Early childhood education is about more than teaching skills.It is about knowing children well and creating environments that honor who they are.By paying attention to what is typical, what is personal, and what is cultural, educators can design play and learning experiences that matter.

Children thrive when educators help them feel:

• Capable

• Seen

• Heard

• Connected

And that is the heart of developmentally appropriate practice.