Every Child Learns Differently: Building Inclusive Classrooms at Age 6

By Siyona Varghese

At age six, children step into the foundational years of formal education. They bring with them unique personalities, learning styles, and life experiences. Some may love numbers and puzzles, others may thrive in storytelling and imagination. Some might struggle to sit still, while others are quiet observers. The truth is simple: every child learns differently. And for classrooms to truly support growth and curiosity, they must be designed with inclusion at their core.

Here’s how educators and parents can work together to build inclusive classrooms that meet the needs of all six-year-olds.

Recognize Diversity in Learning Styles

At this age, children are discovering how they absorb and process information. Some may be visual learners who benefit from pictures and diagrams. Others may learn best through movement, hands-on experiences, or listening to stories. Teachers who use a variety of teaching methods storytelling, drawing, group work, role play, songs, and manipulatives help ensure no one is left behind.

What helps:

• Rotate between activities (visual, auditory, kinesthetic)

• Allow children to show understanding in different ways (drawing, speaking, acting)

• Observe how each child responds and adjust accordingly

Create a Safe, Respectful Environment

Inclusion begins with belonging. Children need to feel safe, valued, and accepted for who they are. A warm classroom climate encourages participation without fear of judgment or comparison. It’s also where empathy begins to grow when children see that everyone learns differently, but all are respected the same.

What helps:

• Greet each child by name every day

• Model kindness and patience

• Encourage collaborative tasks where students can support one another

• Create opportunities for children to talk about their strengths and differences

Adapt to Individual Needs

Some children at six may already show signs of learning differences, such as dyslexia, ADHD, or processing delays. Others may be learning a second language or adjusting to new cultural expectations. An inclusive classroom does not treat every child the same  it supports each child in the way they learn best.

What helps:

• Use flexible seating and movement breaks

• Break down instructions into smaller steps

• Offer visual aids or language supports

• Communicate with families about what works at home

Encourage Peer Learning and Support

Children often learn best from each other. Inclusive classrooms celebrate peer teaching, where children of different abilities work together. When students are allowed to help, explain, or model behavior, it builds community and reinforces their own learning.

What helps:

• Pair children for shared reading or math games

• Use group projects where roles are assigned based on strengths

• Teach conflict resolution and collaboration through play

Make Room for Mistakes and Growth

Children with different learning needs may take longer to master certain skills and that’s okay. An inclusive classroom is not focused on “keeping up,” but on moving forward. Teachers can model a growth mindset by praising effort and persistence rather than only correct answers.

What helps:

• Use phrases like “You’re getting better each time”

• Normalize making mistakes as part of learning

• Celebrate progress at all levels

Partner with Parents and Specialists

Inclusion doesn’t happen in isolation. Teachers, parents, and support staff (like special educators, speech therapists, or counselors) must work together to identify challenges and find solutions. When a child’s school and home environments are aligned, the child feels supported and seen.

What helps:

• Regular check-ins between teachers and parents

• Welcoming parents’ insights into what works best for their child

• Sharing resources and strategies across home and school

Conclusion

Inclusive classrooms are not just for children with identified learning needs. They are spaces where all children benefit  from experiencing diversity, practicing empathy, and understanding that success comes in many forms. At age six, children are eager to belong, to contribute, and to explore their abilities. When we recognize and support their unique ways of learning, we’re not just teaching academics we’re teaching lifelong confidence and compassion.

Creating an inclusive classroom is not about doing more it’s about doing things differently, with every child in mind. And the impact lasts far beyond the school day.

References

• https://www.unicef.org/education/inclusive-education
• https://pmc.ncbi.nlm.nih.gov/articles/PMC8116690/