Beyond Inclusion: Why Belonging is a Better Goal

Belonging in early childhood goes far beyond friendships. It’s about identity, community, and environment - a foundation for well-being and learning. This post explores what belonging means for children and how educators can nurture it.

Tucker's Belonging Journey  

This recent holiday season, Tucker travelled to the tropics, where he reconnected with some family – fellow green sea turtles! Tucker generally feels like he belongs at school, and with his friends, Melvin, Sadie, and Raven, but there was something special about being surrounded by others who share his shell pattern, his swimming style, and his love of seagrass. Tucker discovered that connecting with his cultural traditions and identity as a green tea turtle gave him a powerful sense of who he is and where he comes from.  

As educators, this experience highlights something we know: belonging isn’t just about having companions, it’s about feeling connected to our identity, our community, and our environment. Research consistently shows that a strong sense of belonging is one of the most significant contributors to children’s well-being, social-emotional development, and even their readiness to learn.

What do we mean by belonging?  

When we talk about belonging in early childhood, it’s easy to picture friendships or inclusion - but research reminds us that it’s much more layered. There are multiple dimensions of belonging and what makes a child feel they truly belong can vary significantly from one individual to another - particularly among young children who are still developing their understanding of self and community.  

(Wastell & Degotardi, 2017)

Belonging Through Children's Eyes 

To truly foster belonging for young children, we need to see it through their eyes - not just our adult lens. Wastell and Degotardi (2017) explored what belonging means to 3- and 4-year-olds in childcare settings and found it was multifaceted for them too – represented by this image of a pie. 

People: The Heart of Belonging (The pie "filling")

Undoubtedly, People emerged as a central theme in children’s understanding of belonging. Young

children described belonging through their connections with peers and teachers within the centre. 

Belonging with Peers 

Children feel a sense of belonging with peers through feeling genuinely accepted and included. This goes beyond simply being allowed to play – it's about being welcomed, having their ideas valued, and experiencing the joys of shared moments with others.  

How can we support peer belonging? 

• Celebrate diversity authentically: Create opportunities for children to share their cultural traditions, family structures, languages, and unique interests. When children see themselves reflected in the classroom environment and curriculum, they feel valued for who they are.  

• Making play inclusive: Regularly assess your play spaces and activities. Are there multiple entry points for children with different abilities, interests, and developmental levels? Can a child who is learning English participate meaningfully? Can a child with limited mobility access the materials? 

• Identify and encourage shared interests: Notice when children discover common ground and help them build on these connections. “Noah, I noticed you and Erin both love building towers. Would you like to work together on a really tall one?” 

• Pay attention to exclusion – and intervene: Children often notice exclusion more acutely than inclusion. When a child is left out or rejected, it can have a lasting impact on their sense of belonging. When we observe it happening, approach it with curiosity, and step in with coaching and support. Don’t assume you know why the exclusion is happening. Sometimes there is a good reason. Try to hear both sides but reinforce the values of the classroom “I heard you say Jo can’t play. In our classroom, everyone gets to play. Let’s think about how Jo can join your game.” 

Belonging with Teachers 

The relationships we build with children are equally vital to their sense of belonging. Over the years, research has identified many features as contributing to high quality relationships between teachers and children, and subsequentially to children’s well-being and school success, in the early years:  

• Warmth: Greet each child by name, get down to their eye level, use a gentle tone, and show genuine delight in seeing them each day.  

• Responsiveness: Notice and respond to children’s verbal and nonverbal cues. When a child seeks connection, acknowledge them, even through a simple glance or gesture. 

• Consistency: Be reliable and predictable in your interactions. Children feel secure when they can trust that you’ll be there for them emotionally.  

• Individual attention: Find five minutes throughout the day to have Connect & Reflect moments, one-on-one with each child, noticing their interests or what they are doing.

• Emotional attunement: Recognize and validate children’s feelings. “I can see you’re feeling frustrated that the blocks keep falling. That is frustrating!” Think CALM's ICare response!

• Educators’ own well-being: Take care of yourself! Your ability to be present and patient results from your own well-being: Practicing self-care and self-compassion are important tools!

  
  

Place: Creating Spaces that Feel Like "Ours"

Perhaps a less intuitive but equally important aspect of belonging is Place - children’s sense of connection to the physical place and space they inhabit each day. When children feel they belong to a place, that place also belongs to them. The research revealed several elements that contribute to children’s sense of place-based belonging: 

Personal Belongings 

In the research, children spoke about their cubbies, their special items from home, and spaces where they could keep their creations. Having a designated space for personal belongings sends a powerful message: “You have a place here. This is your space in our community.” 

Consider: 

• Does each child have a clearly labeled space for their belongings? 

• Can children display their artwork and creations in ways that feel meaningful to them? 

• Do you allow comfort items (e.g., stuffed animals) from home when appropriate?  

  
  

Time and Familiarity 

Belonging to a place also develops through time spent there and familiarity with routines and spaces. This can be challenging when children are new. But children mentioned knowing where things are, understanding the rhythms of the day, and having memories associated with different areas of the room all contributed to belonging.  

Consider: 

• How do you help new children develop familiarity with the space? 

• Do you involve children in organizing and caring for the environment? 

• Are routines predictable enough that children feel confident navigating their day? 

  
  

Shared Spaces and Experiences 

Children also described belonging to place through shared ownership - “our classroom,” “our playground,” “our reading corner.” These collective spaces becoming meaningful through shared experiences and memories. What messages does your physical environment currently send about who belongs here? 

Consider: 

• How do you build a sense of “our space” rather than “the teacher’s classroom”? 

• Do children have input into how spaces are organized and decorated? 

• Can every child see themselves reflected in your classroom? 

Moving from Inclusion to Belonging

Understanding these dimensions of belonging challenges us to move beyond surface-level inclusion toward deeper, more authentic belonging. Inclusion asks: “Are all children able to participate?” Belonging asks: “Do all children feel valued, connected, and essential to this community?” 

Tucker's Lesson

Tucker’s journey reminds us that belonging operates at multiple levels. We belong to our immediate communities – our classrooms, our friend groups, our families. We also belong to broader identities and cultures that shape who we are. Both levels matter tremendously. In our early childcare settings, we have the profound privilege and responsibility of creating communities where every child experiences authentic belonging across all dimensions. When we succeed, we don’t just support children's well-being in the present, we lay the foundation for how they’ll understand themselves as valued members of communities throughout their lives.  

Reflection Question: What does belonging mean to children in your care? How do you know when they feel like they belong? We’ve love to hear your reflections and strategies in the comments below.

Selected References 

• Eidsvåg, G. M., & Rosell, Y. (2021). The power of belonging: Interactions and values in children’s group play in early childhood programs. International Journal of Early Childhood, 53(1), 83-99. https://doi.org/10.1007/s13158-021-00284-w        

• Hong, S. L. S., Sabol, T. J., Burchinal, M. R., Tarullo, L., Zaslow, M., & Peisner-Feinberg, E. S. (2019). ECE quality indicators and child outcomes: Analyses of six large child-care studies. Early Childhood Research Quarterly, 49, 202-217. https://doi.org/10.1016/j.ecresq.2019.06.009  

• Long, T., & Guo, J. (2023). Moving beyond inclusion to belonging. International journal of environmental research and public health, 20(20), 6907. https://doi.org/10.3390/ijerph20206907  

• Pianta, R. C., Stuhlman, M. W., & Hamre, B. K. (2002). How schools can do better: Fostering stronger connections between teachers and students. New directions for youth development, 2002(93), 91-107. 

• Wastell, S. J., & Degotardi, S. (2017). ‘I belong here; I been coming a big time’: An exploration of belonging that includes the voice of children. Australasian Journal of Early Childhood, 42(4), 38-46. https://doi.org/10.23965/AJEC.42.4.05