CHAPTER THREE

1
CHAPTER THREE

• INCLUSIVE PROGRAMS
• FOR YOUNG CHILDREN

2
Overview

• Many types, different philosophies, some common
  elements
• Dominant Principle
• Developmentally Appropriate
• Age appropriate
• Individually appropriate
• Responsive to diversity
• Acknowledge influence of setting on evaluating
  what is developmentally appropriate
• For children with developmental disabilities
  specialized instruction

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Type of Inclusive EC Programs

• Features of Quality by working mothers
• 1. Attention to childrens safety
• 2. Providers communication with parents
• 3. Cleanliness of the environment
• 4. Amount of positive attention children receive
• 5. Providers warmth toward children

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Types of Inclusive EC Programs

• Childcare provide primary caretaking
• Family
• Center
• Corporate
• Preschools part-time, ages 3-5
• Public schools special education or compensatory
  education
• Community-based
• Religious

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Types of Inclusive

• Head Start - started in 1965
• Compensatory program for low-income
• Started ½ days for 4 year olds
• Some now full day with infant and toddler care
• School-age care
• Recreation Programs

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Recommended Practices

• To be recommended or best practice, the strategy
  must be
• 1. Research-based or Value-based
• 2. Family centered
• 3. Multicultural emphasis family uniqueness
• 4. Cross-disciplinary participation
• 5. Developmentally/chronologically appropriate
  goodness of fit
• 6. Normalized
• Descriptions on pages 71, 72

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Inclusive Programs for Children Birth to 2

• Relationships among caregivers and children
• More individual attention and time
• Enabling environment (infancy)
• Encourages infant to respond and adapt to
  experiences

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Birth to 2

• Enabling environment..
• Helps them learn to respond in mutually
  satisfying ways to people and activities
• Promotes the selection and use of more specific
  responses
• Facilitates efforts to respond in new ways

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Birth to 2

• Environment and Experiences
• Responsive learning environment provide
  opportunities for
• Accessing what is happening
• Making choices that respond to their actions and
  reflect their intentions
• Engaging in simple to complex experiences
• Causing things to happen
• Playing alone and with peers
• List p. 75

10
Birth to 2

• Equipment
• How available space is divided
• How materials are stored and presented
• Keep childs perspective in mind
• Actual materials
• Visual (or tactile) appeal
• Invite manipulation
• Safe rule of the fist
• Appropriate toys, p. 75

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Birth to 2

• Health, Safety and Nutrition
• Be proactive environment is prepared and
  procedures are in place
• Practice fire and disaster plans
• Emergency numbers posted by phones
• Medical release forms on file
• Other considerations, p. 77

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Birth to 2

• Reciprocal Relationships with Families
• Guidelines for positive interactions with parents
• P. 77
• Share important information about their children
• Respect familys culture, language, and life
  choices
• Have appropriate information about child
  development and community resources
• Listen and respond respectfully to parents
  questions, comments, and concerns

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Inclusive Programs forChildren 3-5

• Creating a Caring Community
• Supports the learning of all children
• Everyone benefits when anyone learns
• Supports and respects diversity
• Cultural and levels of ability

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Three 5

• Teaching to Enhance Development and Learning
• Support self-directed problem-solving
• Use a wide variety of teaching strategies to meet
  the learning styles and needs of individuals
• Learn skills and acquire information in
  meaningful contexts

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Three 5

• Constructing Appropriate Curriculum
• Use child-initiated, adult-supported exploration
  and discovery activities
• Play is the best medium
• Use integrated approach
• Plan for individual diversity

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Three 5

• Curriculum areas
• Social/Emotional
• Adults should
• Model self-control
• Acknowledge and encourage appropriate behavior
• Use positive statements to guide learning

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Three 5

• Curriculum areas
• Communication and literacy development
• Develop functional use of language
• Provide a rich literacy environment
• Read aloud to children
• Physical development
• Daily opportunities to engage is gross and fine
  motor activities
• Often outdoors
• Activities should be fun, challenging, and
  noncompetitive

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Three 5

• Curriculum areas
• Aesthetic development
• Daily experiences in art and music
• Emphasis on
• Exploration
• Spontaneity
• Self-expression
• Appreciation
• Represent the cultures of the children and staff

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Three 5

• Assessing Learning and Development
• Gathering information
• How is the child functioning in the center?
• Use the information to determine what
  adaptations, accommodations and strategies are
  needed
• Consequences from NCLB
• Pressure to
• Push academics at a younger age
• Use inappropriate curriculum that focuses on
  skill development

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Three 5

• Reciprocal Relationships with Parents
• Work together to provide consistency for the
  child
• Establish and maintain regular open lines of
  communication

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Inclusive Programs forChildren 6-8

• Consequences from NCLB
• Curriculum should focus on developing active
  learners p. 82
• Creating a Caring Community of Learners
• Two main goals
• Promoting a positive climate for learning
• Building democratic communities

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Six 8

• Teaching to Enhance Development and Learning
• Consider the whole child
• Strategies reflect the
• Interdependence of developmental areas
• Importance of learning in meaningful contexts
• Create environments that support exploration and
  child-directed inquiry
• Provide academic tools
• Provide time for play and active learning

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Six 8

• Constructing an Appropriate Curriculum
• Individualized planning and instruction
• Establish the base for life-long learning
• Create a positive school experience
• Promote self-esteem
• Help children increase their confidence and
  competence

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Six 8

• Integrated Curriculum
• Centered around themes, experiences, and projects
• Academic skills are applied in meaningful
  contexts
• Use cooperative groups
• Incorporate fieldtrips

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Six 8

• Guidance of Social-emotional Development
• Promote positive peer relationships
• Emphasis on teaching
• Self-control
• Self-assessment
• Problem-solving techniques
• Develop helping and nurturing roles

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Six 8

• Assessing Learning and Development
• Evaluation of childrens work needs to be
• Contextually based occurring in natural
  activities
• using observation, examples, and portfolios
• Formative ongoing and used to determine
  curriculum and strategies
• Letter grades should not be used p. 85
• Narrative progress reports and portfolios instead

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Six 8

• Reciprocal Relationships with Parents
• Develop and maintain regular contact with
  families
• Encourage visits and participation