When Educators Have Different Philosophies

In early childhood education, educators bring more than training into the room.

They bring their beliefs.

They bring their experiences.

They bring what they were taught.

They bring what they have seen work before.

They bring their own comfort levels, values, fears, and assumptions about children.

Sometimes, these beliefs align beautifully.

Other times, educators working in the same program may see children, behaviour, disability, routines, risk, and inclusion very differently.

One educator may believe a child needs more flexibility. Another may feel that all children should follow the same expectations. One educator may see behaviour as communication. Another may see the same behaviour as defiance. One educator may believe that a child should be supported to participate in their own way. Another may worry that adapting expectations is unfair to the rest of the group.

These differences are not always about one educator caring more than another. Often, they come from different philosophies of practice.

But they matter.

They matter because children experience inclusion through the daily decisions adults make.

A child may feel understood with one educator and misunderstood with another. A family may hear supportive language from one staff member and feel judged by another. A child’s support plan may be followed carefully in the morning but interpreted differently in the afternoon. When educators do not share a common understanding of inclusion, children’s experiences can become inconsistent.

The DEC and NAEYC joint position statement on early childhood inclusion explains that inclusion is grounded in values, policies, and practices that support every young child’s right to participate as a full member of the early childhood community. It also identifies access, participation, and supports as defining features of high-quality inclusion. This matters because inclusion is not only about personal opinion. It requires a shared commitment to what children are entitled to experience in the program.

When staff philosophies differ, inclusion can become dependent on who is working that day.

That is where the concern begins.

Inclusion should not depend on one educator’s personal comfort level. It should not depend on whether one staff member has more experience with disability, behaviour support, or family partnership. It should not depend on whether an educator personally agrees with using visual supports, flexible expectations, sensory tools, or individualized strategies.

Children need more than individual kindness.

They need consistent, thoughtful, team-based practice.

This does not mean every educator must think exactly the same way. Healthy teams will have different perspectives. Educators may notice different strengths in a child. They may ask different questions or bring different ideas. This can be valuable when the team uses those differences to reflect, learn, and grow together.

The problem is not difference itself.

The problem is when differences are never discussed.

When educators do not talk about their beliefs, assumptions can quietly guide practice. One educator may assume that fairness means treating every child the same. Another may understand fairness as giving each child what they need to participate meaningfully. One educator may believe that a child should be removed from group play when behaviour becomes difficult. Another may believe the child needs support to re-enter play safely and successfully.

These are not small differences. They shape how children are seen.

The B.C. Early Learning Framework describes early learning settings as inclusive spaces where every child and family can feel they belong, and where each child is recognized as having their own history, gifts, capabilities, and potential. If this is the vision, then educator teams need time to ask whether their daily practices are actually creating that experience for children and families.

A shared philosophy does not have to be complicated.

It can begin with a few grounding beliefs:

Every child is capable.

Behaviour has meaning.

Families are partners.

Support is not special treatment.

Different ways of participating are valid.

Belonging is built through relationships, not just placement.

These shared beliefs help educators respond more consistently, even when the day is difficult.

For example, when a child refuses circle time, a team with different philosophies might respond in conflicting ways. One educator may insist the child sit with the group because “everyone has to learn.” Another may allow the child to watch from nearby, hold a fidget, or join for part of the song. Without shared reflection, this can create tension between staff and confusion for the child.

But with a shared inclusive philosophy, the team can ask a different question:

“What does meaningful participation look like for this child today?”

That question moves the team away from control and toward support.

The same is true for behaviour guidance. If one educator sees behaviour mainly as something to stop, and another sees it as communication, the child may receive very different responses. One response may focus on correction. Another may focus on understanding the need underneath. Both educators may care about safety, but their philosophy shapes how they respond.

NAEYC’s developmentally appropriate practice guidance reminds educators to make decisions by considering child development, each child’s individuality, and the social and cultural context in which learning occurs. This reminds us that good practice is not simply about applying one rule to every child in the same way. Educators need to make thoughtful decisions based on who the child is, what the situation requires, and what will support learning, dignity, and belonging.

This is why reflective practice is so important.

Teams need space to talk about questions such as:

What do we believe about inclusion?

What does fairness mean in our program?

How do we respond when a child communicates through behaviour?Do all staff understand the child’s support plan in the same way?

Are our routines flexible enough for different children?

How do we speak about children when they are not in the room?

How do we include family knowledge in our decisions?

These questions are not about blaming educators. They are about building alignment.

The ECEBC Code of Ethics describes the collective beliefs, values, and ethics that guide early childhood educators in B.C. in their daily professional practice with children, families, and colleagues. This is important because inclusion is not only an individual educator’s personal preference. It is connected to professional responsibility.

When educators have different philosophies, leaders also have an important role. Program leaders can create time for team reflection, support professional learning, revisit policies, encourage respectful dialogue, and make sure inclusion is not left to one educator to carry alone.

Sometimes staff may need support to move from “This child cannot do this” to “What support would make this possible?”

Sometimes teams may need to move from “That is not fair to the other children” to “Fairness means each child receives what they need.”

Sometimes educators may need to move from “This is how we have always done it” to “Is this still working for this child, this family, and this group?”

These shifts do not happen automatically. They require conversation, humility, and a willingness to reflect on practice.

Inclusion is not only about how we support children with diagnoses or visible support needs. It is also about the culture adults create together. Children notice when adults are patient. They notice when adults are frustrated. They notice when expectations change from person to person. They notice when they are welcomed by one educator and tolerated by another.

This is why shared values matter.

A team does not need to agree on every detail to be inclusive. But they do need to agree that every child deserves dignity, support, participation, and belonging.

When educators have different philosophies, the goal is not to silence differences.

The goal is to bring those differences into reflection.

To ask better questions.

To listen to each other.

To listen to families.

To return to the child.

To build a shared commitment to inclusion that is stronger than personal preference.

Because when educators work from shared values, children experience more than care.

They experience consistency.

They experience safety.

They experience belonging.

And that is where inclusion becomes something children can feel, not just something programs say they believe.

Sources used:

DEC/NAEYC Joint Position Statement on Early Childhood Inclusion

B.C. Early Learning Framework

NAEYC Developmentally Appropriate Practice

ECEBC Code of Ethics