Supporting children with learning differences in early childhood education

Zeren Fang with children at his centre

Children with autism and other learning differences can need more support in the classroom, but research from the Ministry of Education and Ministry of Disabled People shows that with the right kind of teaching, they can develop the skills to communicate and interact well with other children.

Zeren Fang is on a journey to develop his teaching skills, and help neurodiverse learners and children with learning differences to form those connections.

The Graduate Diploma in Teaching (Early Childhood Education) student was inspired to study when he worked in administration at a school for children with autism in China, and saw the energy and curiosity about the world that the children offered.

“One major focus in China is helping children with autism integrate into regular schools, and this encouraged me to study early childhood education to see how I can better support these children,” he explains.

Fang credits NZTC’s Graduate Diploma program with giving him a thorough understanding of early childhood education, and says his favourite course, Pedagogy for Infants, Toddlers, and Young Children, has helped to build an overall picture of children’s development.

The course also helped him to understand the role of play in learning, and the importance of ensuring that all children are able to participate in an activity, no matter what their abilities are.

“One boy at my home centre has autism, and I have learnt to consider his needs and plan activities that he can participate in. When setting up a drawing activity, I give him his own set of pencils so he can line them up without taking other children’s pencils. I also explain to the other children why they shouldn’t take his pencils, because that is his way of playing and he doesn’t like interruptions.

“One thing I have learnt is that as soon as we teach children to respect and take care of their friends, they do and they do it well!”

Currently relieving in his home centre in Auckland, Fang helps to set up the teaching environment, serve food and lead mat time. His interactions with the children give him a deep understanding of how they behave and develop at different ages.

“I like to learn through my interactions with children. If I observe an interest in a particular area, I’ll discuss it with my colleagues or my Associate Teacher Kelly, search the literature, and develop a strategy for how I can support the children’s learning in that area.”

While Fang doesn’t plan to work exclusively with neurodiverse children in the future, he is eager to develop his teaching practice and continue to offer support to those children and their families throughout his teaching journey.

“My task as a teacher is to support every child’s wellbeing and learning, regardless of their identity or ability.”