· Chapter 10: The Early Elementary Grades: 1-3 The primary grades are grades 1-3. Although educational reform has had an effect on all children, it is most apparent in the early elementary years. Reform and change comes from a number of sources and the chapter begins by reminding you of this.  Let’s examine a few of these sources... Diversity. There has been a rise in the number of racial and ethnic minority students enrolled in the nation's public schools; this number will (most likely) continue to rise.  Teaching children from different cultures and backgrounds is an important piece to account for when planning curriculum. Standards. Standards is a reason for reform.  We've already looked at standards; these are something you must keep in mind when planning lessons. Data-Driven Instruction may sound new, but it is not a new concept to you. We’ve done a great deal of discussing the outcomes of test-taking and assessments. You've probably all heard "teaching to the test." Technology. Today’s students have had much experience with technology, therefore, it’s important to provide them with opportunities to learn with technology. It may take a while for you to be creative and think of ways to use it in your teaching (if you haven’ t been). Health and Wellness. Obesity is a major concern in this country. Therefore, it is important to make sure that children have the opportunity to be active. Unfortunately, due to the pressure of academics, many schools have been taking physical education/activity time out of the curriculum. Violence: One issue that I notice this new edition of the text has excluded is violence. However, I think that this topic is important; we need to keep children safe when they are at school. As a result of 9/11 (and, not to mention that many violent events have happened on school campuses in recent years), many school districts now have an emergency system in place that they can easily use if there is any type of incident in which the children’s safety is at risk. WHAT ARE CHILDREN IN GRADES ONE TO THREE LIKE? Your text explains that the best way to think of a child’s development during this time is: slow and steady. During this stage, there is not much difference between boys and girls when it comes to physical capabilities. Although it is always important to not stereotype based on one’s gender, it is especially important during these years. These children are also entering into their "tween" years, thus; being sensitive to the children's and parents' needs in regards to such changes is important. It is important to remember that children in the primary grades are in the Concrete Operations Stage. This stage is children ages 7 to 12. The term operation refers to an action that can be carried out in thought as well as executed materially and that is mentally and physically reversible. These children are at an age in which they can compare their abilities to their peers. And, therefore, children may develop learned helplessnes.

1. · Chapter 10: The Early Elementary Grades: 1-3
The primary grades are grades 1-3.
Although educational reform has had an effect on all children, it
is most apparent in the early elementary years. Reform and
change comes from a number of sources and the chapter begins
by reminding you of this. Let’s examine a few of these
sources...
Diversity. There has been a rise in the number of racial and
ethnic minority students enrolled in the nation's public schools;
this number will (most likely) continue to rise. Teaching
children from different cultures and backgrounds is an
important piece to account for when planning curriculum.
Standards. Standards is a reason for reform. We've already
looked at standards; these are something you must keep in mind
when planning lessons.
Data-Driven Instruction may sound new, but it is not a new
concept to you. We’ve done a great deal of discussing the
outcomes of test-taking and assessments. You've probably all
heard "teaching to the test."
Technology. Today’s students have had much experience with
technology, therefore, it’s important to provide them with
opportunities to learn with technology. It may take a while for
you to be creative and think of ways to use it in your teaching
(if you haven’ t been).
Health and Wellness. Obesity is a major concern in this
country. Therefore, it is important to make sure that children
have the opportunity to be active. Unfortunately, due to the
pressure of academics, many schools have been taking physical
education/activity time out of the curriculum.
Violence: One issue that I notice this new edition of the text has
excluded is violence. However, I think that this topic is
important; we need to keep children safe when they are at
school. As a result of 9/11 (and, not to mention that many
violent events have happened on school campuses in recent

2. years), many school districts now have an emergency system in
place that they can easily use if there is any type of incident in
which the children’s safety is at risk.
WHAT ARE CHILDREN IN GRADES ONE TO THREE LIKE?
Your text explains that the best way to think of a child’s
development during this time is: slow and steady. During this
stage, there is not much difference between boys and girls when
it comes to physical capabilities. Although it is always
important to not stereotype based on one’s gender, it is
especially important during these years. These children are also
entering into their "tween" years, thus; being sensitive to the
children's and parents' needs in regards to such changes is
important.
It is important to remember that children in the primary grades
are in the Concrete Operations Stage. This stage is children ages
7 to 12. The term operation refers to an action that can be
carried out in thought as well as executed materially and that is
mentally and physically reversible.
These children are at an age in which they can compare their
abilities to their peers. And, therefore, children may
develop learned helplessness, in which they learn through
failure how to behave helplessly.
Cognitive Development
Children in this stage are capable of …
One-to-one correspondence (can place one to one. It may be one
paper plate to one child or pointing to objects individually as
the child counts sequentially).
Classification of objects, events, and time according to certain
characteristics.
Classification involving multiple properties (a child would be
able to recognize that something is big and red, because he/she
can now focus on more than one attribute).
Class inclusion operations (for example, children understand the
concepts of “fruit” and “vegetable”)
Look closely at the Portraits of Children. Compare these with

3. the Portraits of Children from the Preschool and Kindergarten
chapters. This will help you better understand the difference
between the Preoperational child and the Concrete Operational
child.
Character Education
You want an environment that promotes pro-social behaviors!
Character education is closely aligned with pro-social and
conflict resolution education. Character education is rapidly
becoming a part of many early childhood programs. You may
have even worked with a specific curriculum in this area (such
as Second Step).
However, you don’t need to purchase or follow a specific
program in order to promote character education. Character
education can be taught in day-to-day activities in your
classroom. But, there are 11 principles that are considered as
“effective” character education (these are not in the text but you
do not need to memorize them)….
1. Promotes core ethical values as the basis of good character.
2. Defines "character" comprehensively to include thinking,
feeling, and behavior.
3. Uses a comprehensive, intentional, proactive, and effective
approach to character development.
4. Creates a caring school community.
5. Provides students with opportunities for moral action.
6. Includes a meaningful and challenging academic curriculum
that respects all learners, develops their character, and helps
them to succeed.
7. Strives to foster students self motivation.
8. Engages the school staff as a learning and moral community
that shares responsibility for character education and attempts
to adhere to the same core values that guide the education of
students.
9. Fosters shared moral leadership and long range support of the
character education initiative.
10. Engages families and community members as partners in the
character-building effort.

4. 11. Evaluates the character of the school, the school staff's
functioning as character educators, and the extent to which
students manifest good character.
Pro-Social and Conflict Resolution Education
What is meant by “pro-social” skills? Most often, pro-social
behavior is defined as any act intended to benefit another
individual or a group. So, what is the difference between this
and conflict resolution? Well, think of it like this…& amp; lt;
/span>
“ Pro-Social” behavior will enable the children to avoid a
conflict. If everyone is acting in the best interest of the group,
then everyone will benefit. Therefore, conflicts will not arise.
On the other hand, “Conflict Resolution” needs to occur when
there is a conflict. This is how we resolve the issue at hand.
Carefully review the list on pages 318 (begin with “Be a good
role model for children”). This provides some great
information!
Teaching Thinking
Were you surprised to read that you need to teach children how
to think?! Well, maybe you can’t teach it the same way you can
teach math, but you can definitely promote it. Look at the
guidelines to promote thinking. These guidelines are excellent
rules to follow!
Benjamin Bloom’s hierarchy of questioning levels:
Also, pay particular attention to Bloom’s Taxonomy (Figure
10.4). It’s so important to ask children a variety of questions. A
great exercise for you is to take a children’s picture book and
try to think of questions that will fit into each of the six levels
of Bloom’s Taxonomy. It may not be easy, but it’s worth the
practice! Another good activity for you is to record yourself
when reading to a group of children. After you’ve recorded
yourself, listen to it and write down what questions you asked
the group. Then, write down how many of each type of question
(according to Bloom) you asked. This will bring to your
attention which types of questions you need to make more of a
conscious effort to ask.

5. ·
Lecture
Chapter 11: Educating Children with Diverse Backgrounds and
Special Needs
Typically, students are very curious about how to teach
children with special needs (notice that your text states the term
exceptional student education has replaced the term special
education). Unfortunately, the topic of special needs is so vast
that often, you really need the experience of working with
children with special needs in order to fully understand how to
accommodate specific needs. However, no matter how much
experience you’ve had or haven’t had, there are many terms that
you must be familiar with when it comes to special needs. Most
often, you will experience an "inclusive" or "integrated"
classroom as children of varying abilities will be placed within
one classroom. However, notice that the text points out, "About
13% of the nation's children receive services for disabilities.
What this means for you is that in your classroom of 20 to 25
students, you will have at least two or three children with some
kind of disability.”
Keep in mind that, when we discuss "special needs," this
encompasses children who are gifted and talented as well as
children who have learning disabilities.
Please review Figure 11.2 to familiarize yourself with the
terminology… Notice all the acronyms as well! Still, I’ve listed
below ones that you will encounter often…
IDEA: Individuals with Disabilities Education Act. This is a
federal law that was reauthorized in 2004. The focus of this act
is to enable children to learn. The best way to understand IDEA
is to carefully read the two paragraphs located under The
Individuals with Disabilities Education Act (IDEA) title in
Chapter 11 Also, note the seven principles of IDEA.
LRE: Least Restrictive Environment: an environment consistent
with a child’s academic, social and physical needs.
IEP: Individualized Education Program: a plan for the

6. individualization of each student’s instruction. This requires
creating learning objectives and basing student’s learning plans
on their specific needs, disabilities, and preferences, as well as
on those of their parents. Think of this like a "contract": the
school must put in writing how the needs of this student will be
met. This includes the goals for this student. Not only is this
helpful for the parents and the students, but the teacher as well
because the teacher has an understanding of how to provide for
this individual student. This also ensures that children's needs
will be revisited and revised in accordance with the IEP
requirements.
States have different requirements for how often an IEP must be
updated.
It is important to note that children under the age of 3-years-old
are also eligible for services. These services are referred to as
early intervention. Children this young would not have an IEP,
however, they may have an IFSP: Individualized Family Service
Plan.
There has been a growth in Assistive Technology (any item,
devise or piece of equipment or product system, whether
acquired commercially off the shelf, modified, or customized,
that is used to increase, maintain, or improve functional
abilities of individuals with disabilities).
Inclusive classrooms
Inclusive classrooms are the least restrictive environment.
There are many benefits to an inclusive classroom. Not only are
the children with others of the same age, but children are also
given the chance to appreciate similarities with those whom
they may think of as “different.” Children can begin to
understand the differing needs of others while the children with
special needs can view “model” children. You can probably
think of more benefits that can come from an inclusive
classroom. You may also think of some negatives associated
with an inclusive classroom.
Children with Disabilities
Children with Autism

7. Autism is a result of a neurological disorder that affects the
normal functioning of the brain, impacting development in the
areas of social interaction and communication skills; it typically
appears during the first 3 years of life. Although the cause is
unknown, research does point to genetic vulnerability.
Applied Behavior Analysis and Play Therapy are two effective
interventions used for children with developmental delays (such
as autism). These focus on behaviors. Physical Therapists and
Occupational Therapists also work with children who have
developmental delays, but these are body-centered.
Children with Attention Deficit Hyperactivity Disorder (ADHD)
Children with Attention Deficit Hyperactivity Disorder display
cognitive delays and have difficulties in three specific areas:
attention, impulse control, and hyperactivity. Attention Deficit
Disorder (ADD) is also a familiar term to many of you. Notice
that the “H” is the difference in the two terms.
As mentioned above, the term is “exceptional education.”
Therefore, this term is also used for children who are identified
as gifted and talented. Gifted and talented is not in the chapter,
however, I would still like to (briefly) address this.
Gifted and talented children: As defined by federal law,
children who demonstrate the potential for high performance in
intellectual, creative, artistic, or leadership capacities.
Regular classroom teachers can accommodate the needs of these
children two ways: through enrichment and acceleration.
However, no matter what the child’s special need it, it is
important to accommodate for all learners. The list on pages
309 & 310 provides excellent guidance! In particular, take note
of Differentiated Instruction (DI).
Education for Children with Diverse Backgrounds
I, too, find it strange that special needs students and
multicultural awareness were placed in the same chapter.
However, I believe the point is simply because this chapter is
about being sensitive to the needs of all people.
Multicultural awareness: is the appreciation for and

8. understanding of people’s cultures, socioeconomic status, and
gender. It includes understanding one’s own culture. .
It’s so important to make your classroom multi-cultural and
avoid stereotypes! Be certain that everything – from the posters
on the walls to the books you read include people of all kinds.
Also, be on the lookout for anything that depicts stereotypical
images. Do the books in your class library depict a particular
race as “ bad?” Are the books stereotypical? Why is it that
many books depict old woman as ugly and mean? An author that
comes to my mind when discussing this topic is Robert Munsch.
Although a well-loved author, if you carefully read one of his
picture books, you can easily find stereotypes. For example, in
the book We Share Everything, it is implied that it’s not okay
for boys to wear pink.
So, be on the lookout! The stereotypes are out there – we just
need to try and avoid them.
Fundamentals of Early Childhood Education
8th Edition
George S. Morrison
Copyright © 2017, 2014, 2011 by Pearson Education, Inc. All
Rights Reserved
Chapter 11
Educating Children with Diverse Backgrounds and Special
Needs
Developed by:
Kevin M. Dartt
Walden University
Joyce E. Myers

9. University of Texas Arlington
Publisher to insert
cover image here
Fundamentals of Early Childhood Education, 8e
George S. Morrison
Copyright © 2017, 2014, 2011 by Pearson Education, Inc.
All Rights Reserved
Learning Outcomes
Describe the Individuals with Disabilities Education Act
(IDEA) and explain why it is important
Describe who are children with disabilities, and explain how
you could teach children with disabilities
11-2
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Learning Outcomes
Define English learners, (ELs) and describe how you teach ELs
Define multiculturalism, and describe how you teach

10. multicultural children
11-3
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Seven Principles of IDEA
Zero Reject
Nondiscriminatory evaluation
Multidisciplinary assessment.
Appropriate education (FAPE)
Least restrictive placement/environment (LRE)
Procedural due process
Parental and student participation
11-4
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Individualized Education Program
A contract between the school system, the parents and the
children
A team of professionals, parents have worked together to design
an education to meet student needs
Goals & objectives are clearly stated
11-5

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Individualized Family Service Plan
Multidisciplinary assessment for families of infants and toddlers
Statement of child’s present levels of development
Statement of major expected outcomes for the child and family
Projected dates for initiation of services
Transition procedures from early intervention program to
preschool program
11-6
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Autism Spectrum Disorders
Developmental disability which occurs in the first three years of
life
Children demonstrate these characteristics:
Impaired social and communication skillsRepetitive
behaviorsLimited interestsMay have trouble keeping up with
conversations
11-7
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12. Autism Spectrum Disorders
Effective interventions
Applied Behavior Analysis
Play therapy
Other interventions
11-8
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ADHD
Attention deficit hyperactivity disorder is a behavioral disorder
Students have difficulties in three specific areas
AttentionImpulse controlHyperactivity
11-9
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Instructional Strategies for
Teaching Children with Disabilities
Universal Design for Learning(UDL)

13. Response to Intervention/Response to Instruction (RTI)
Other Teaching StrategiesCooperative learningTeach through
learning stylesConcrete examples and materials
11-10
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Support English Learners (ELS)
Play to the child’s strengths and interests
Make sure the child understands you
Make sure your body language conveys to the child that you
accept him as a person and learner
Initiate a buddy system
11-11
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Support English Learners (ELS)
Accommodate cultural differences
Incorporate the child’s language into the classroom
Encourage the child to speak English when appropriate but
allow him to communicate with others freely in Spanish (or
another language) or English

14. 11-12
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Multicultural Education
Use Appropriate Instructional Materials
Multicultural Literature
Themes
Personal Accomplishments
11-13
Fundamentals of Early Childhood Education
8th Edition
George S. Morrison
Copyright © 2017, 2014, 2011 by Pearson Education, Inc. All
Rights Reserved
Chapter 10
The Early Elementary Grades: One Through Three
Developed by:
Kevin M. Dartt
Walden University
Joyce E. Myers
University of Texas Arlington
Publisher to insert
cover image here

15. Fundamentals of Early Childhood Education, 8e
George S. Morrison
Copyright © 2017, 2014, 2011 by Pearson Education, Inc.
All Rights Reserved
Learning OutcomesDescribe some of the contexts that influence
learning in grades one through three.Identify the developmental
characteristics of early elementary age children.Explain
important aspects of environments that promote meaningful
learning for children in grades one through three.Describe the
essential content areas and elements of the curriculum in the
primary grades.
10-.2
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Contemporary Schooling
and Contextual Factors
Diversity
Achievement
Standards
Testing
Data-driven instruction
Changing teacher roles

16. Curriculum alignment
Academics
Technology use and interaction
Health and wellness
Ongoing political changes
10-3
*
Fundamentals of Early Childhood Education, 8e
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Children in Grades 1 to 3
Physical development
Social development
Industry vs. inferiority stage
mastery-oriented attributions
learned helplessness
Emotional development
Cognitive development
Concrete operations stage
Moral development
Character education
Respect
Responsibility
10-4
Fundamentals of Early Childhood Education, 8e
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Copyright © 2017, 2014, 2011 by Pearson Education, Inc.

17. All Rights Reserved
Support Positive
Social-Emotional Development
Use literature to discuss emotions
Encourage children to express their emotions
Write about feelings
Provide for cultural differences
10-5
*
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Mental Health in Early Childhood
Encourage play
After-school activity
Safe and secure home and classroom environment
Appropriate guidance and discipline
Communicate
Sense of belonging
Promote resilience
Develop competencies
Reinforce positive behaviors and decision making
Encourage helping others and good health
10-6
Fundamentals of Early Childhood Education, 8e

18. George S. Morrison
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Environments That Support Learning in the Primary Grades
Physical Environment
Learning centers reflect content areas.
Children are seated in chairs at tables or in clusters of desks for
roughly three to six children
Teacher instruction (teacher-directed instruction and intentional
teaching) and active student involvement are balanced
10-7
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Environments That Support Learning in the Primary Grades
Social Environment
Families, other adults, and the community are connected to
classroom learning
Children are valued and respected
Children live and learn in peace and harmony
High expectations for all are an essential part of the classroom
culture
10-8
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Conflict Resolution

19. Be a good role model for children
Provide positive feedback and reinforcement
Provide opportunities for children to help and show kindness to
others
Conduct conflict-free classroom routines and activities
Provide practice in conflict resolution skills
10-9
*
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Conflict ResolutionRead stories that exemplify pro-social
behaviorsCounsel and work with parents to encourage them to
limit or eliminate their children watching violence on TV,
attending R-rated movies, playing video games with violent
content, and buying CDs with objectionable lyrics Catch
children “doing good”
10-10
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Curriculum in Early Elementary GradesDevelopmentally
appropriate practiceIntegration with special
education.Widespread use of technologyIntentional
teachingDifferentiated instruction

20. 10-11
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Curriculum
Literacy and Reading
Letter-sound correspondence, word study and decoding,
Guided reading
Shared reading
Writing
Journaling
Integrate literacy across the curriculum
Organize literacy instruction around themes
10-12
*
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Curriculum
Math
Numbers and operations
Numbers and operations and algebra
Measurement
Science
Inquiry learning

21. STEM
10-13
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Curriculum
Arts
Music, theater, dance, art
Technology
Science, technology, and society
Technological divides
Blogging in the classroom
10-14
*
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CurriculumSocial StudiesCultureTime, continuity, and change
People, places, and environment Individual development and
identityPower, authority and governance Production,
distribution, and consumption. Science, technology, and
societyCivic ideals and practices
10-15

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Teaching Thinking
Give children the freedom and security to be creative thinkers.
Ask open-ended questions
Integrate thinking into the total curriculum Bloom’s
TaxonomyKnowledgeComprehensionApplicationAnalysisSynthe
sisEvaluation
10-16