Differentiating Instruction in Early Childhood Education: Helping all Young Children Grow and Thrive

By:  Dr. Michelle Fazio-Brunson, Northwestern State University of Louisiana

Dr. April Giddens, Northwestern State University of Louisiana

Differentiated Instruction in Early Childhood Education

American classrooms are more diverse than ever before, as children enter schools with varying cultures, ethnicities, family and home structures, genders, languages, learning needs, races, religions, and socioeconomic status (Tomlinson, 2022). “Given the increasing diversity of the student body, teachers are called to appropriately address students' various learning needs by means of differentiated instruction (DI)” (Pozas et al., 2020). DI is an instructional approach designed to address the diverse learning needs, interests, and readiness levels of children in a classroom (Tomlinson & Moon, 2022). In early childhood education, where developmental differences among learners can be significant, differentiated instruction allows teachers to create inclusive learning environments that support all children’s growth and engagement (Tomlinson, 2022). In this article, we describe the core elements of differentiated instruction (e.g., content, process, product, and learning environment) and provide examples of research-based strategies teachers can use to adapt instruction to meet young children’s needs.

Understanding Differentiated Instruction

Differentiated instruction refers to a flexible teaching approach where educators intentionally modify lessons to accommodate children’s varying abilities, interests, and learning styles (Adeniran et al., 2025). Rather than delivering the same instruction in the same way to all learners, teachers adjust how content is taught, how children engage with learning activities, and how they demonstrate understanding. Successful early childhood educators maximize learning opportunities by creating safe, successful learning communities where children thrive from responsive, equitable teaching practices. In fact, research indicates that differentiated teaching strategies can enhance student engagement, improve learning outcomes, and promote inclusion in diverse classrooms (Pozas et al., 2020). While endless ways to differentiate instruction exist, we will address Tomlinson’s four key components of differentiated instruction in this article: content, process, product, and learning environment. Each component provides a pathway for teachers to adapt instruction according to children’s needs by modifying environments, activities, and assessments (Tomlinson, 2023)

Differentiating Content

Content refers to what children learn, including the ideas, knowledge, and skills teachers want children to acquire. In early childhood education, differentiating content means presenting information in various ways so that all learners can access and learn the material. By providing alternative formats such as visual materials, audio support, or simplified texts, teachers can ensure that children at different developmental stages can engage with the same learning objectives (Tomlinson, 2023).

In early childhood classrooms, content differentiation might include:

• offering audiobooks or other digital versions of texts for children who struggle with traditional reading to access the same stories or information as their peers.

• using picture books with varying complexity levels

• providing vocabulary support for English language learners

• offering hands-on support such as visual aids, manipulatives, and storytelling props

• utilizing multisensory approaches, including opportunities for children to view, listen to, touch, and verbally share as pathways for making sense of information

• designing learning centers with tiered activities (e.g., dramatic play, blocks, science, social studies, mathematics, etc.) where children interact with content at their own pace and ability level.

• using inquiry-based learning approaches such as the Project Approach and the Reggio Emilia Approach, which allow children to investigate the same topic through a variety of tasks that are individualized for their specific developmental levels (Cadwell, 1997; Helm et al., 2022).

• meeting with small groups to target specific skills, such as reviewing letter recognition with some learners while providing advanced storytelling tasks to others.

• Research suggests that adapting content through multiple representations improves comprehension and participation among young learners, particularly those with diverse learning needs (Adeniran et al., 2025).

Differentiating the Learning Process

Process refers to how children learn the material and the activities they use to make sense of new information. Differentiating the process involves adjusting teaching strategies, learning tasks, or levels of support to match children’s readiness levels (Tomlinson, 2024). In early childhood classrooms, differentiating the learning process for young children might include:

• offering children choices for how to engage with content (e.g., drawing, using constructing materials, etc.)

• chunking information by breaking down complex information into smaller, manageable parts, allowing children to gradually build understanding of a larger concept. For young children, chunking may involve:

• step-by-step instructions

• short learning segments

• breaking a project into smaller tasks

• using flexible grouping, where groups change so that instruction can target specific needs and interests

• designing learning centers with multiple options of multisensory activities and varying levels of support

• providing multimodal options for learning (e.g., visual, auditory, kinesthetic, and tactile activities)

• scaffolding instruction by providing structured support to help children understand new concepts, gradually removing support as children become more confident and capable. In early childhood settings, scaffolding may include modeling tasks, guiding children through activities, or asking prompting questions.

• encouraging children to use text marking, which helps children identify key ideas in a text. Although the youngest early childhood learners cannot yet formally annotate texts, teachers can adapt this strategy through highlighting pictures, circling important words, or using symbols and sticky notes to emphasize meaning.

• providing tiered activities, which are modified to be developmentally appropriate for all children in the class.

Differentiated processes help children engage with learning tasks in ways that match their abilities and learning styles. Studies show that when teachers vary instructional strategies, children demonstrate higher motivation and stronger learning outcomes (Gheyssens et al., 2022).

Differentiating the Product

Product refers to how children demonstrate what they have learned. Rather than requiring all children to complete the same assignment, differentiated instruction allows children to model what they know and can do through various formats. Reggio programs refer to this as the Hundred Languages of Children (Edwards et al., 2012). Offering choices allows children to express knowledge in ways that reflect their interests and strengths (Tomlinson & Moon, 2022). Examples of differentiated products in early childhood education include:

• offering options for creating physical artifacts such as block constructions, picture books, clay designs, collages, dioramas, drawings, graphic organizers, models, paintings, or posters

• providing opportunities for performance-based assessments such as dramatic play, interpretive dance, puppet shows, role-playing, and songs

• encouraging children to create verbal artifacts such as recording an oral explanation or presenting a show and tell

Providing product options helps educators assess children’s understanding while encouraging creativity and autonomy. Research indicates that offering multiple forms of assessment supports inclusive education and allows children to demonstrate knowledge beyond traditional academic tasks (Coubergs et al., 2017; Pangeti et al., 2023).

Differentiating the Learning Environment

The final component of differentiated instruction is the learning environment, which refers to the physical and emotional climate of the classroom. Recent research emphasizes that differentiated learning environments help address diverse learner needs and foster positive classroom relationships (Pozas et al., 2021). A supportive learning environment is essential for young children because they thrive in spaces where they feel safe, respected, and encouraged to explore (Tomlinson, 2024). Early childhood teachers can differentiate the environment by:

• encouraging collaborative group work

• utilizing culturally and individually responsive materials that reflect the children’s home environments

• offering flexible seating, such as bean bag chairs, bouncy balls, bouncy bands, or cushions for children who need to move to learn or prefer soft surfaces

• organizing learning centers with easily-accessible materials that reflect the children’s individual needs and interests

• providing open-ended maker spaces for children to create with limited guidance (Rouse & Rouse, 2022)

• offering quiet spaces for focused work and limited distraction

• establishing routines that support independence

• Visual Organization & Cues: Placing labels on supply bins that include both words and images,, as suggested in this blog post, and posting pictures of how to organize classroom materials, as described in this blog post, to help with independence.

• Varied Learning Formats: Using a mix of indoor/outdoor spaces and alternating between individual, small-group, and large-group areas to accommodate different learning styles.

The structure and atmosphere of the classroom can influence children’s engagement and behavior. Teachers who design inclusive environments enable children to learn at their own pace while maintaining a sense of community (Tomlinson, 2021).

Benefits of Differentiated Instruction in Early Childhood

Implementing differentiated instruction provides several benefits to young children (Dack & Tomlinson, 2025). Differentiation levels the playing by:

• supporting diverse learning needs: Children develop at different rates. Differentiated instruction allows teachers to tailor learning experiences to individual readiness levels.

• increasing student engagement: When learning activities align with children’s interests and abilities, children are more likely to remain motivated and participate actively.

• encouraging inclusive education: Differentiation ensures that children with varying abilities, including those with learning difficulties or language barriers, can access the curriculum and materials.

• promoting independent learning: Providing choices and flexible tasks encourages children to take ownership of their learning.

• enhancing teacher effectiveness: Teachers who use differentiated strategies can better respond to classroom diversity and create meaningful learning experiences for all children.

Summary and Implications

Differentiated instruction is a critical approach for meeting the diverse needs of children in inclusive, early childhood programs. By adapting content, process, product, and the learning environment, teachers can provide inclusive learning opportunities that support all children’s development. Inclusive and responsive strategies such as scaffolding, chunking information, flexible projects, and student choice help educators tailor instruction to different learning styles and readiness levels. By implementing these research-based strategies thoughtfully, teachers can create classrooms where every child has the opportunity to learn, participate, and succeed (Dack and Tomlinson, 2025).

References

Adeniran, S. A., Osiesi, M. P., Okunade, A. I., Osiesi, O. A., Akinsuroju, O. E.,    Olayiwola-Adedoja, T. O., … Oni, S. O. (2025). Differentiated instruction for    improved primary school learners’ outcomes in basic science: A mixed-methods    study. International Journal of Science Education, 1–26.    https://doi.org/10.1080/09500693.2025.2524868

Cadwell, L. (1997). Bringing Reggio Emilia home. Teachers College Press.

Coubergs, C., Struyven, K., Vanthournout, G., & Engels, N. (2017). Measuring    teachers’ perceptions about differentiated instruction: The DI-Quest and    model. Studies in Educational Evaluation, 53, 41–54.    https://doi.org/10.1016/j.stueduc.2017.02.004

Dack, H., & Tomlinson, C. A. (2025). Preparing novice teachers to differentiate    instruction: Implications of a longitudinal study. Journal of Teacher    Education, 76(1), 12–28.

Edwards, C., Gandini, L., & Forman, G. (2012). The hundred languages of    children: The Reggio Emilia experience in transformation (3rd ed.). Praeger.

Gheyssens, E., Coubergs, C., Griful-Freixenet, J., Engels, N., & Struyven, K.    (2022). Differentiated instruction: The diversity of teachers’ philosophy and    praxis to adapt teaching to students’ interests, readiness and learning    profiles. International Journal of Inclusive Education, 26(14), 1383–1400.

Helm, J. H., Katz, L., & Wilson, R. (2022). Young investigators: The project    approach in the early years (4th ed.). Teachers College Press.

Pangeti, F. F., Mapolisa, T., & Chisaka, B. C. (2023). Inclusive early childhood    education practices for ECD learners with intellectual and learning    disabilities: The ecological systems theory as a framework for a participatory    action research. International Journal of Asian Social Science, 13(4),    133–143.

Pozas, M., Letzel, V., & Schneider, C. (2020). Teachers and differentiated    instruction: Exploring differentiation practices to address student diversity.    Journal of Research in Special Educational Needs, 20(3), 217–230.

Rouse, R., & Rouse, A. G. (2022). Taking the maker movement to school: A    systematic review of preK–12 school-based makerspace research. Educational    Research Review, 35, 100413.    https://doi.org/10.1016/j.edurev.2021.100413

Tomlinson, C. A. (2021). So each may soar: The principles and practices of    learner-centered classrooms. Association for Supervision and Curriculum    Development.

Tomlinson, C. A. (2022). Everybody’s classroom: Differentiating for the shared    and unique needs of diverse learners. Teachers College Press.

Tomlinson, C. A. (2023, May). Teach up for equity and excellence. Educational    Leadership, 80(8), 28–34. https://www.ascd.org/el/articles/teach-up-for-equity-    and-excellence

Tomlinson, C. A. (2024). What is differentiated instruction? Reading Rockets.    https://www.readingrockets.org/topics/differentiated-instruction/articles/what-differentiated-instruction

Tomlinson, C. A., & Moon, T. R. (2022). Assessment and student success in a    differentiated classroom. Association for Supervision and Curriculum    Development.

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Dr. Michelle Brunson directs the graduate programs in Early Childhood Education at Northwestern State University of Louisiana. She is passionate about helping her husband, the Natchitoches District Defender, remap the Cradle to Prison Pipeline to a Cradle to College Pipeline in Louisiana. She can be contacted at faziom@nsula.edu.

Dr. April Giddens is the Interim Director of the School of Education at Northwestern State University. She is deeply committed to literacy and dedicated to ensuring all students have the tools they need to succeed; she can be contacted at giddensa@nsula.edu.

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