Chapter 3 Inclusive Programs for Young Children

Types of Inclusive Programs Child care programs Family child care—care provided in someone’s home for six or fewer children In some states they are licensed. Center child care—child care provided in a separate setting, similar to a school They are multiple providers and one to many classrooms. Staff to child ratios are set by the state.

Types of Inclusive Programs (continued) Corporate child care—business-run child care for their employees Employees can then visit their child more often.

Types of Inclusive Programs (continued) Preschool—programs that serve children ages three to five; usually half-day programs Public school preschool programs Preschool offered in the public school can be compensatory education, for children who are disadvantaged. Some states offering preschool to all 4 year olds.

Types of Inclusive Programs (continued) Community-based programs Run by the community with heavy parent involvement; often called parent cooperatives. Religious-organization-based programs Found in churches, temples, and religious community centers. Religious and cultural emphasis in addition to learning activities .

Types of Inclusive Programs (continued) Head Start Began in 1965 specifically for low income families. Increase school readiness for young children. Now serves over 900,000 children. Ten percent of the population must be children with documented special needs. Early Head Start serves children ages birth to five, pregnant women and their families.

Types of Inclusive Programs (continued) School age children Public and some private offer services to children age Kindergarten and up. A full range of services may be available. Before- and after-school care can also be provided.

Types of Inclusive Programs (continued) Recreation programs Sports, art, dance, and music classes. Many are inclusive and provide opportunities for all children.

System of Supports and Services One recommendation of the DEC/NAEYC Joint Position paper on inclusion (2009) is to establish a system of services and supports that reflects the needs of children with varying types of disabilities.

Recommended Practices for Programs Best practices Research-based or value-based practices Supported by empirical research, not personal or societal reflections. Family-centered practices Includes the family and realizes that the child is a family member, not a separate identity. Multicultural practices Identifies family uniqueness and cultural competence.

Recommended Practices for Programs (continued) Cross-disciplinary practices Professionals from all areas working together as a team. Developmentally/chronologically age-appropriate practices Understanding child development and the impact on the child and family. Normalized practices Providing activities for children with disabilities to participate with their peers.

Inclusive Programs for Children From Birth to Age Two Relationships among caregivers and children Create an enabling environment Children interact with their environment. Communication is intentional. Interactions foster child’s sense of self-control. Infants are given opportunities to respond to people and situations.

Inclusive Programs for Children From Birth to Age Two (continued) Environment and experiences Children are allowed and expected to interact with their surroundings. Children engage in activities that are developmentally appropriate. Routines are predictable. Encourages and supports active exploration.

Inclusive Programs for Children From Birth to Age Two (continued) Equipment Bright, colorful, and well-organized. Appropriate materials: Sturdy picture books Household items Climbing apparatus Mirrors Nesting toys

Inclusive Programs for Children From Birth to Age Two (continued) Health, safety, and nutrition Follow safety guidelines when purchasing toys and materials. Sanitize. Prepare well-balanced menus, being mindful of allergies.

Inclusive Programs for Children From Birth to Age Two (continued) Reciprocal relationships with families Parents are the primary caregivers. Positive interactions are key: Share information about their child. Demonstrate respect for family’s culture, language, life choices. Respond respectfully to parents’ questions, comments and concerns.

Inclusive Programs for Children Ages Three to Five Creating a caring community of learners Learning communities are developed where children celebrate the accomplishments of one or all. Social relationships, collaboration between child and adult, and between teachers and families exist.

Inclusive Programs for Children Ages Three to Five (continued) Teaching to enhance development and learning Children are engaged in developmentally and age-appropriate activities. Environment invites and supports learning. Environment matches varying abilities. Teaching strategies support child independence, self-determination and creativity.

Inclusive Programs for Children Ages Three to Five (continued) Constructing an appropriate curriculum Social-emotional development Social skills and peer relationships is major competence. Social skills must respect child’s culture. Communication and literacy development Functional communication and emerging literacy are essential.

Inclusive Programs for Children Ages Three to Five (continued) Constructing an appropriate curriculum Physical development Daily opportunities are needed in gross and fine motor activities. Aesthetic development Experiences in art and music should be available daily.

Inclusive Programs for Children Ages Three to Five (continued) Assessing children’s learning and development Assessing children to determine what to teach. Further developmental domains. NCLB requires assessment for documentation of learning.

Inclusive Programs for Children Ages Three to Five (continued) Reciprocal relationships with parents Establish regular communication Newsletters Weekly/daily notes

Inclusive Programs for Children Ages Six to Eight Creating a caring community of learners Positive climates for learning. Building democratic communities.

Inclusive Programs for Children Ages Six to Eight (continued) Teaching to enhance development and learning Student exploration and child-initiated inquiry. Explicit academic instruction of basic skills. Play. Active learning.

Inclusive Programs for Children Ages Six to Eight (continued) Constructing an appropriate curriculum Establish a foundation for lifelong learning. Promote self-esteem. Develop confidence and independence.

Inclusive Programs for Children Ages Six to Eight (continued) Integrated curriculum Teach around themes, experiences, and projects that include a variety of skills. Resist boundaries between academic areas.

Inclusive Programs for Children Ages Six to Eight (continued) Guidance of social-emotional development Peer relationships Friendships Self-control Self-assessment Problem solving

Inclusive Programs for Children Ages Six to Eight (continued) Assessing learning and development These should be contextually based and formative. Evaluate mistakes as not what children do not know, but how they arrived at that answer. Progress reports and portfolios are used. Observation is key.

Inclusive Programs for Children Ages Six to Eight (continued) Reciprocal relationships with parents Develop a good working relationship. Publish newsletters, weekly reports. Encourage parents to visit and volunteer in the classroom.