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Differentiation

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DC: National Association for the Education of Young
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differentiated instruction and understanding by design:
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Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Differentiation
Differentiation or differentiated instruction (sometimes referred to as DI) is the adaptations or
changes made to instruction in order to meet all
learners’ needs. This entry describes the reasons
for differentiation in early childhood education
and how to create differentiated instruction in the
classroom.

Rationale for Differentiation
Differentiation is based on the philosophy that all
children can learn but each child is unique and
learns at his or her own pace. Instruction is not one

size fits all, and very young children—even if they
are all the same chronological age—can span a
range of developmental milestones. It may also be
important to note what differentiation is not. It is
not a different program of study for each student
(this would be an individualized education plan or
program [IEP] for a child with a diagnosed special
need and is not always possible). Children have
varying experiences, ranges of interest, and abilities
and come from different family and cultural backgrounds. In inclusive classrooms where typically
developing children and children with special needs
are educated together, differentiation becomes a
staple for classroom teachers, helping them to teach
a room full of children all at different levels with
varying degrees of need. Because one way of teaching will not meet all children’s needs, differentiated
instruction allows educators to create one flexible
lesson plan to meet all children’s needs. Teaching is
successful only when children learn or show progress. Success does not mean that all children get the
same instruction, but each student gets what he or
she needs. Because not all children start in the same
place and not all children will progress at the same
pace, a varied form of instruction is essential
regardless of special need.
This philosophy and best practice in early childhood education require teachers to know children
and families well. Knowing where students are,
where they are starting, and their interests and
cultural frameworks will enable teachers to create
differentiated instruction. Baselines, screenings,
home visits, and other authentic forms of assessment are used to determine where and how to start
instruction. Then teachers use this information to
design instruction for their class. Differentiation is
not easy and requires a lot of time, planning, and
training. It is often difficult to keep instruction,
assessment, and curricula developmentally, individually, and culturally appropriate. Because differentiation can be misunderstood, teachers benefit
from professional development.

Creating Differentiated Instruction
Differentiation and developmentally appropriate
practice (DAP) are grounded in meeting children

Couchenour, D., & Chrisman, J. K. (Eds.). (2016). The sage encyclopedia of contemporary early childhood education. SAGE Publications, Incorporated.
Created from clarion-ebooks on 2023-09-12 19:55:46.

Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Differentiation

where they are and taking into account each child’s
level, interests, culture, and ability. Differentiated
instruction can be adapted in four major ways to
meet learners: content, process, product, and environment. Each area of differentiation, when intentionally implemented, can ensure all children have
access to teaching and learning.
Content can be differentiated by addressing the
overall major goal or outcome desired. Reviewing
the objective and scaffolding the prerequisite skills
needed to get to this goal will assist students not
quite ready to move on. When teachers know students well and understand pedagogy, this type of
differentiation can be address based on the child’s
current baseline or skill level. Once established, the
sequence can be followed to adapt content needs
and final objectives. Differentiating for content
requires frequent assessment and progress monitoring to be sure the overall objective will be met.
The most frequently used example of content
differentiation is leveled readers. This allows children to read about the same topic or practice similar literacy skills while interacting with text at
their own level. When differentiation is based on
process, the teacher considers how the children are
going to meet the required objective. Rather than
one prescribed way, there may be many pathways
to meeting this objective or skill. Consider other
ways the child could ultimately arrive at the same
goal but use a different way to get there. Frequent
and varied attempts, including kinesthetic, verbal,
musical, spatial approaches, and so on (consider
Howard Gardner’s theory of multiple intelligences)
are ways to meet the required objectives. Some
students may require more time on task, various
active ways to respond, picture cards instead of
verbal responses, and so on. Students’ interests
should be considered.
The product can be adjusted to show growth or
learning. The final product or final evidence used
to show the objective has been met can be adjusted
to best fit the need of individual children. Here the
child should be allowed to show what he or she
learned in the best way possible. The child can
express his or her own learning in various ways.
The environment can be adapted to ensure all
children have access to materials and activities.

423

Universal design for learning (UDL) has its roots in
architecture, where buildings are designed with
ramps, elevators, and curb cuts. These building
features allow citizens in wheelchairs access to the
building but these features, although designed to
assist people with special needs, also benefit mothers with strollers and deliveries made on carts.
UDL provides children with special needs access to
the classroom and materials but also benefits all
children.
Differentiated instruction is not tracking students, forming fixed grouping for instruction, or
labeling children. Differentiating instruction
requires teachers to create flexible lessons by
adjusting the content, process, product, or environment for one lesson. All children learning together
can participate in instruction based on the adaptations or changes made by the teacher for this specific group of learners.
Karen Wise Lindeman
See also Developmentally Appropriate Practice;
Differentiated Instruction and Assessment; Early
Childhood Inclusion; Individualized Family Service
Plan and Individualized Education Program

Further Readings
Stockall, N. S., Dennis, L., & Miller, M. (2012). Right
from the start: Universal design for preschool.
Teaching Exceptional Children, 45(1), 10–17.
Tomlinson, C. A. (1999). The differentiated classroom:
Responding to the needs of all learners. Alexandria,
VA: Association for Supervision and Curriculum
Development.
Tomlinson, C. A. (2001). How to differentiate instruction
in mixed-ability classrooms. Alexandria, VA:
Association for Supervision and Curriculum
Development.
Tomlinson, C. A. (2014). Differentiated classroom:
Responding to the needs of all learners (2nd ed.).
Alexandria, VA: Association for Supervision and
Curriculum Development.
Tomlinson, C. A., & McTighe, J. (2006). Integrating
differentiated instruction and understanding by design.
Alexandria, VA: Association for Supervision and
Curriculum Development.

Couchenour, D., & Chrisman, J. K. (Eds.). (2016). The sage encyclopedia of contemporary early childhood education. SAGE Publications, Incorporated.
Created from clarion-ebooks on 2023-09-12 19:55:46.