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CHAPTER THREE

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More individual attention and time. Enabling environment (infancy) ... Appreciation. Represent the cultures of the children and staff. Three 5... – PowerPoint PPT presentation

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Title: 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

3
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

4
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

5
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

6
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

7
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

8
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

9
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

11
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

12
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

13
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

14
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

15
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

16
Three 5
  • Curriculum areas
  • Social/Emotional
  • Adults should
  • Model self-control
  • Acknowledge and encourage appropriate behavior
  • Use positive statements to guide learning

17
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

18
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

19
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

20
Three 5
  • Reciprocal Relationships with Parents
  • Work together to provide consistency for the
    child
  • Establish and maintain regular open lines of
    communication

21
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

22
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

23
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

24
Six 8
  • Integrated Curriculum
  • Centered around themes, experiences, and projects
  • Academic skills are applied in meaningful
    contexts
  • Use cooperative groups
  • Incorporate fieldtrips

25
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

26
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

27
Six 8
  • Reciprocal Relationships with Parents
  • Develop and maintain regular contact with
    families
  • Encourage visits and participation
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