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Activity 1.2 | Labels

Site: RRU Open Educational Resources
Course: Connecting Deeply for an Inclusive ECE Environment
Book: Activity 1.2 | Labels
Printed by: Guest user
Date: Tuesday, 13 May 2025, 6:54 PM

Table of contents

Labels are for jars not people

three clear glass jars sit on a counter filled with flower, sugar and baking soda and each is labelled with contents listedThere is an old saying that labels are for jars, not people. 

To be fair and provide an equitable space for everyone, we must be careful to avoid labels. When we label a child or parent, we dismiss them. 

Consider the following common comments that label: 

  • “He must be on the spectrum.” 
  • “She is always moving; maybe she has ADHD.” 
What do you learn from these labels? Not much. 

What about these?

  • “He loves to line up all our little cars. He is so careful.”
  • “She is good at climbing and jumping. We set up an obstacle course for her to practice.” 
Those might be better comments. 

Labels can be shortcuts, but can we dig deeper and move beyond them to see the positive? 

Reflect

  • What is your thinking around labels? 
  • Have you ever been labelled? What feelings come up for you? 
  • How might a family feel when educators come from a particular lens? 
Write or record your ideas about labelling children, families and educators in your journal. 

The history of labelling

Students in an Inclusive Education class (2020–2021) created an open educational resource exploring the history of labelling, which is featured in their Pressbook chapter, Inclusive Perspectives in Primary Education: The History of Labeling.

Read the chapterthe History of Labelling to reflect more deeply on the impact of labels within your centre. 

Reference

Room 305 and Inclusive Education (2021). Inclusive Perspectives in Primary Education. CC-BY 4.0.  https://pressbooks.pub/inclusiveperspectives/chapter/labelling/