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Discrimination in early childhood settings is often unintentional, embedded in routines, expectations, and environments that prioritize efficiency, conformity, or predictability over flexibility, relationships, and responsiveness. For children with additional support needs (ASN), these everyday practices can subtly limit participation, voice, and agency, even in settings that aim to be inclusive (Louis & Betteridge, 2019).
Play provides a means to disrupt such subtle exclusions. Froebel conceptualized play as the work of childhood, rather than a purely recreational activity, allowing children to make sense of themselves and their world. Through play, children access multiple forms of communication, diverse ways of engagement, and varied developmental pathways (Bruce, 2012; Liebschner, 2001). In this context, children are not evaluated solely against predetermined outcomes but are recognized as active meaning-makers.
Evidence from practice illustrates that play often reveals strengths overlooked by adult-directed activities. For example, children who struggle with structured tasks may demonstrate leadership in imaginative play, while children with limited verbal abilities may communicate effectively through movement, manipulation of materials, or shared routines. Such practices enable children to express their identities authentically, rather than conforming to adult assumptions (Bruce, 2012).
However, addressing discriminatory practices requires adults to reconsider their professional roles. Moss and Petrie (2002) argue for a shift from the “technician” model to that of a reflective practitioner who co-constructs knowledge, culture, and identity. This approach requires educators to observe, listen, and collaborate with children, fostering a professional stance grounded in trust, tolerance of uncertainty, and commitment to equity (McLeod, 2019; Arshad, 2019).
Inclusive play does not imply minimal adult support. Froebelian pedagogy emphasizes carefully designed environments, responsive materials, and attuned adult involvement. When practitioners adapt spaces and materials according to children’s interests and allow play to develop organically, inclusion becomes an everyday relational practice rather than a procedural obligation. Instances of inclusion can occur through small, intentional actions, such as modifying routines to accommodate sensory regulation or creating environments that foster calm and belonging. Collectively, these practices redefine inclusion as a collaborative and socially just endeavor (Pérez, 2017; Ladson-Billings, 2005).
While play alone cannot address structural inequalities, it provides a pedagogical stance that resists deficit thinking, affirms children’s competence, and opens pathways for equitable participation (McNair & Powell, 2020; MacNair et al., 2021). A Froebelian lens highlights that challenging discriminatory practice is not about introducing additional programs but about critically examining whose ways of being are valued and creating spaces where all children can participate meaningfully and joyfully.
References
Arshad, R. (2019). Shaping practice: The impact of personal values and experiences. In R. Arshad, T. Wrigley, & L. Pratt (Eds.), Social justice re-examined (pp. xx-xx). Trentham Publications.
Bruce, T. (2012). The whole child. In T. Bruce (Ed.), Early childhood practice: Froebel today (pp. 5–16). SAGE.
Ladson-Billings, G. J. (2005). Is the team all right? Diversity and teacher education. Journal of Teacher Education, 56(3), 229–234. https://doi.org/10.1177/0022487105275917
Liebschner, J. (2001). A child’s work: Freedom and guidance in Froebel's educational theory and practice. Lutterworth Press.
Louis, S., & Betteridge, H. (2019). Unconscious bias in the observation, assessment and planning process.
MacNair, L., Blaisdell, C., Davis, J. M., & Addison, L. J. (2021). Acts of pedagogical resistance: Marking out an ethical boundary against human technologies. Policy Futures in Education, 1–15.
McLeod, N. (2019). The reflexive educator. In N. McLeod & P. Giardiello (Eds.), Empowering early childhood educators: International pedagogies as provocation. Routledge.
McNair, L. J., & Powell, S. (2020). Friedrich Froebel: A path least trodden. Early Child Development and Care.
Moss, P., & Petrie, P. (2002). From children’s services to children’s spaces: Public policy, children and childhood. RoutledgeFalmer.
Pérez, M. S. (2017). Black feminist thought in early childhood studies: (Re)Centering marginalized feminist perspectives. In K. Smith, K. Alexander, & S. Campbell (Eds.), Feminism(s) in early childhood. Springer.