“The instructional program for prekindergarten and kindergarten should be focused on the children’s ages, interests, abilities, and needs,” according to NYSED’s 100.3 Program Requirements for Students in Grades Prekindergarten through Four (2015). Differentiated teaching to promote the development of new concepts and abilities must be included in such learning situations.” Educators might use Gardner’s Multiple Intelligences and Piaget’s Cognitive Development Theory when creating tailored classes for their students. Gardner’s many bits of intelligence theory enable educators to “create courses that embrace each distinct type of intelligence” (Miniland, n.d.) to educate their pupils to “adapt to their learning strengths” (Miniland, n.d.). Furthermore, Piaget’s theory of cognitive development provides educators with information on how a typical child grows intellectually through each stage.

Furthermore, before giving differentiated instruction to children, we must be aware of their preparedness for learning in several developmental domains. In the Language/Literacy Developmental area, for example, we can read books aloud to our kids to “help prepare children to identify new words from context, as well as enhance their general phonological awareness” (Mead, n.d.). Furthermore, in the Cognition and General Knowledge Developmental domain, educators should encourage their students to ask questions about the world and the mechanisms that control it (Mead, n.d.). Their inquisitiveness “may motivate children to delve into areas that interest them and build background knowledge that will improve their reading comprehension and other key academic abilities” (Mead, n.d.).

With this in mind, educational experts are among the various resources available to assist children with their differentiated needs. Because professionals specialize in a certain field, they may work with educators to design lesson plans that can be effectively taught while also meeting the requirements of each student in the classroom.

Differentiated instruction ” provides equal learning activities that cater to students’ abilities while bringing all students to the same learning target” (Johnson, 2009). Differentiating instruction for early childhood, students will benefit their developmental domains and help them succeed in other topic areas in the long term since lessons and activities are tailored to each student’s requirements.

Overall, I favour adding differentiated instruction into early childhood curriculums. Thank you for your time in reading this message.