Let’s not lose the word ‘Children’

Across the early childhood profession, our language is constantly evolving. We reflect deeply on the words we use; how they shape identity, how they frame relationships, and how they influence the way children experience their world. Yet one quiet shift has been occurring in our sector, almost unnoticed: the gradual move away from the word children.

In its place, we are increasingly hearing terms like ‘little learners,’ ‘little people,’ ‘tiny humans,’ and other well-intentioned alternatives. These phrases are often used with affection, creativity, or even a sense of professionalism. But somewhere along the way, we seem to have forgotten the power and clarity of the word that needs no embellishment: children.

There is something profoundly grounding in naming children for exactly who they are. It recognises their developmental stage, honours their humanity, and respects the simplicity with which they understand themselves. Children do not identify as “learners” first; they identify as children. When we overlay additional labels, no matter how positive, we risk complicating the very identity we are working so hard to support.

Language matters in early childhood. It shapes culture, informs practice, and communicates our values. When we move away from calling children ‘children,’ we run the risk of inadvertently diminishing the essence of childhood itself. Research and pedagogy continually remind us that childhood is not merely a preparation for something else; it is a rich, meaningful period of life in its own right. The word  ‘children’ captures that better than any substitute ever could.

Perhaps, in our desire to elevate the professional language of our field, we have overcorrected. Perhaps we have been trying so hard to position our work within the broader educational landscape that we have forgotten that the term we already had was perfect. Children do not need a new title. They simply need to be seen, known, and spoken about as who they are.

There is beauty and dignity in the word children; it is uncomplicated, clear, and universally understood. As a sector committed to authenticity and respect, maybe it is time we return to it.

Author:

Kim Russell is an experienced early childhood professional with more than 30 years in the early childhood sector.  She holds a Graduate Certificate in Early Childhood and a Bachelor of Primary Teaching.