©2012 Cengage Learning. All Rights Reserved. Chapter 3 Inclusive Programs for Young Children

©2012 Cengage Learning. All Rights Reserved. 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.

©2012 Cengage Learning. All Rights Reserved. Types of Inclusive Programs (continued) –Corporate child care—business-run child care for their employees Employees can then visit their child more often.

©2012 Cengage Learning. All Rights Reserved. Types of Inclusive Programs (continued) Preschool—programs that serve children ages three to five; usually half-day programs –Public preschool Preschool offered in the public school usually as compensatory education, for children who are disadvantaged

©2012 Cengage Learning. All Rights Reserved. Types of Inclusive Programs (continued) –Community-based programs Run by the community with heavy parent involvement; often called parent cooperatives Found in churches, temples, and religious community centers

©2012 Cengage Learning. All Rights Reserved. Types of Inclusive Programs (continued) Head Start –Began in 1965 to help disadvantaged children become better prepared to enter school ready –Now serves over 900,000 children –Ten percent of the population must be children with documented special needs

©2012 Cengage Learning. All Rights Reserved. Types of Inclusive Programs (continued) School aged 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.

©2012 Cengage Learning. All Rights Reserved. Types of Inclusive Programs (continued) Recreational programs –Sports, art, dance, and music classes may be offered for children age three and up. –Many are inclusive and provide opportunities for all children.

©2012 Cengage Learning. All Rights Reserved. System of Supports and Services –DEC/NAEYC Joint Position Paper on Inclusion (2009) established a system of services and supports that reflect the needs of children with varying disabilities

©2012 Cengage Learning. All Rights Reserved. Recommended Practices for Programs Best practices –Research-based—supported by empirical research, not personal or societal reflections –Family-centered—includes the family and realizes that the child is a family member, not a separate identity –Multiculturally based—identifies family uniqueness and cultural competence

©2012 Cengage Learning. All Rights Reserved. Recommended Practices for Programs (continued) –Cross-disciplinary—professionals from all areas working together as a team –Developmentally/chronologically age appropriate—understanding child development and the impact on the child and family –Normalized—providing activities for children with disabilities to participate with their peers

©2012 Cengage Learning. All Rights Reserved. Inclusive Programs for Children Birth to Age Two Relationships among caregivers and children –Create an enabling environment Children interact with their environment. Communication is intentional. Skills are practiced with appropriate materials. Infants are given opportunities to respond to people and situations.

©2012 Cengage Learning. All Rights Reserved. Inclusive Programs for Children 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. –Activities move from simple to complex.

©2012 Cengage Learning. All Rights Reserved. Inclusive Programs for Children Birth to Age Two (continued) Equipment –Bright, colorful, and well-organized. –Appropriate materials: Sturdy picture books Household items Climbing apparatus Mirrors Nesting toys, and the like

©2012 Cengage Learning. All Rights Reserved. Inclusive Programs for Children 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.

©2012 Cengage Learning. All Rights Reserved. Inclusive Programs for Children Birth to Age Two (continued) Reciprocal relationships with families –Parents are the primary caregivers. –Positive interactions are key: Be honest. Use words they can understand. Be mindful of culture.

©2012 Cengage Learning. All Rights Reserved. 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. –Peer relationships are encouraged.

©2012 Cengage Learning. All Rights Reserved. Inclusive Programs for Children Ages Three to Five (continued) Teaching to enhance development and learning –Children are given developmentally and age- appropriate materials. –Teachers teach the lesson. –Exploration follows. –Multiple “right” answers are discovered.

©2012 Cengage Learning. All Rights Reserved. Inclusive Programs for Children Ages Three to Five (continued) Constructing an appropriate curriculum –Play is valued. –Goals are developed and based on developing a child’s areas of weakness. Social-emotional development Communication and literacy development Physical development Aesthetic development

©2012 Cengage Learning. All Rights Reserved. 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

©2012 Cengage Learning. All Rights Reserved. Inclusive Programs for Children Ages Three to Five (continued) Reciprocal relationships with parents –Establish regular communication Newsletters Weekly/daily notes

©2012 Cengage Learning. All Rights Reserved. Inclusive Programs for Children Ages Six to Eight (continued) Creating a caring community of learners –Positive climates for learning –Building democratic communities –Group work

©2012 Cengage Learning. All Rights Reserved. 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

©2012 Cengage Learning. All Rights Reserved. Inclusive Programs for Children Ages Six to Eight (continued) Constructing appropriate curriculum –Establish a foundation for lifelong learning. –Promote self-esteem. –Develop confidence and independence.

©2012 Cengage Learning. All Rights Reserved. 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 subject areas.

©2012 Cengage Learning. All Rights Reserved. Inclusive Programs for Children Ages Six to Eight (continued) Guidance of social-emotional development –Peer relationships –Friendships –Self-control –Self-assessment –Problem solving

©2012 Cengage Learning. All Rights Reserved. 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.

©2012 Cengage Learning. All Rights Reserved. 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.