› Intentionally observe children’ s strengths, preferences, and interests as well as needs and challenges. Look for ways to build upon a child’ s favorite activity, or use an already strong skill by helping them to communicate what they like and how they like to do it. Similarly, noticing a struggle that a child has
can lead to an opportunity to teach them to self-advocate.
› Provide options to the whole class. For instance, talk about ways to greet and respond to each other during a whole-group meeting, giving language and options that all learners can use. Couple this with individualized support as needed for specific children and situations.
› Don’ t try to solve every problem immediately. Once children have been taught how to use a particular self-advocacy skill, allow them to experience a small amount of discomfort or tension in certain situations. Pause and observe how children explore different ways to solve their own( small) problems, and give them space to ask for help and practice independence with their self-advocacy skills.
FURTHER RESOURCES
About the Author
Laura N. Sarchet, PhD, is an assistant professor of special education at Niagara University in Lewiston, New York. She is an autistic self-advocate and former special education teacher who uses her experiences to raise awareness about autism and disability through research and practice.
Reflection Questions
› What connections do I see between self-advocacy and social and emotional learning?
› What strengths, interests, and communication styles do I notice in the children in my setting? What needs and challenges do I notice them having?
› What activities can I plan to teach all children options for communicating their interests, needs, and preferences?
› How can I differentiate activities and materials for individual learners who might need more support?
NAEYC Accreditation
This article supports the following NAEYC Early Learning Programs standards and topics.
Standard 1: Relationships
Creating a Caring and Equitable Community of Learners
Standard 3: Curriculum
Planning and Implementing an Engaging Curriculum to Meet Meaningful Goals
Standard 4: Teaching
Teaching to Enhance Each Child’ s Development and Learning
Photographs: pp. 52, 53 © Getty Images; p. 55 courtesy of author. Copyright © 2026 by the National Association for the Education of Young Children. See permissions and reprints online at NAEYC. org / resources / permissions.
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