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Vaisesika Navarro, 4C Florida, United StatesAbstract
This action research project focuses on the adaptation of established Differentiated Instruction (DI) strategies—Choice Boards, Task Cards based on the Depth and Complexity framework, and Hexagonal Thinking—for use with infants and toddlers (ages 0–3) in inclusive Early Head Start classrooms in Florida. Differentiated Instruction, as defined by Carol Ann Tomlinson, emphasizes proactively modifying content, process, product, and learning environment to meet diverse student needs. While these strategies are widely used in older age groups, there is a notable gap in resources and examples tailored for early childhood, particularly in the 0–3 age range. The project addressed this gap by modifying these strategies to align with the developmental stages of very young learners, ensuring they were sensory-rich, play-based, and culturally responsive. Adaptations included simplifying visual design, using concrete manipulatives, and embedding language support for multilingual environments. Data collected through classroom observations and educator interviews indicated that these adapted DI strategies increased student engagement, supported individualized learning pathways, and enhanced teacher confidence in managing developmental diversity. This work contributes to early childhood education by offering a replicable approach to adapting evidence-based DI tools for the youngest learners. It demonstrates that with intentional modification, strategies like Choice Boards, Depth and Complexity Task Cards, and Hexagonal Thinking can foster equity, inclusion, and responsive teaching from the earliest years.
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