Chapter03 allen7e

©2012 Cengage Learning.
All Rights Reserved.
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.

• 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

– Community-based programs
• Run by the community with heavy parent
involvement; often called parent cooperatives
• Found in churches, temples, and religious
community centers

• 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

• 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.

• 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.

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

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

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

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.

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.

• Equipment
– Bright, colorful, and well-organized.
– Appropriate materials:
• Sturdy picture books
• Household items
• Climbing apparatus
• Mirrors
• Nesting toys, and the like

• Health, safety, and nutrition
– Follow safety guidelines when purchasing
toys and materials.
– Sanitize.
– Prepare well-balanced menus, being mindful
of allergies.

• Reciprocal relationships with families
– Parents are the primary caregivers.
– Positive interactions are key:
• Be honest.
• Use words they can understand.
• Be mindful of culture.

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.

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.

• 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

• Assessing children’s learning and
development
– Assessing children to determine what to teach
– Further developmental domains
– NCLB requires assessment for documentation
of learning

• Reciprocal relationships with parents
– Establish regular communication
• Newsletters
• Weekly/daily notes

Ages Six to Eight (continued)
• Creating a caring community of learners
– Positive climates for learning
– Building democratic communities
– Group work

• Teaching to enhance development and
learning
– Student exploration and child-initiated inquiry
– Explicit academic instruction of basic skills
– Play
– Active learning

• Constructing appropriate curriculum
– Establish a foundation for lifelong learning.
– Promote self-esteem.
– Develop confidence and independence.

• Integrated curriculum
– Teach around themes, experiences, and
projects that include a variety of skills.
– Resist boundaries between subject areas.

• Guidance of social-emotional
development
– Peer relationships
– Friendships
– Self-control
– Self-assessment
– Problem solving

• 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.

• Reciprocal relationships with parents
– Develop a good working relationship.
– Publish newsletters, weekly reports.
– Encourage parents to visit and volunteer in
the classroom.

Chapter03 allen7e

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Chapter03 allen7e