Inclusive Programs For Children Birth To Age Two Flashcards
Inclusive programs for children from birth to age 2
From infancy to around age 10 the brain forms most of its connections and remains highly adaptable during this period
Requires more individualized attention and caregiver time
Relationships among caregivers and children
Children thrive when they have secure consistent relationships with responsive adults
Caregivers help infant to make things work
Relationships among caregivers and children
Children thrive when they have secure consistent relationships with responsive adults
Caregivers help infant to make things work
Enabling environment
(Infancy) environment that supports a child optimal development
Helps the infant respond and adjust to environmental experiences
International communication
Gestures vocalizations and other communicative behavior that is directed toward a specific communicative partner
International communication
Gestures vocalizations and other communicative behavior that is directed toward a specific communicative partner
Undifferentiated response
A behavior that is not directed toward a specific person is intended to communicate specific message
Environment and experiences
Developmentally appropriate environment for infant and toddlers must be safe and healthy
It should also be responsive meaning in actively engaged with and interacts with the child
Responsive learning environment
Environment that supports the child’s effort to explore and discover
Encourages and facilitates active exploration
Responsive learning environment
Environment that supports the child’s effort to explore and discover
Encourages and facilitates active exploration
Provide opportunities (such as)
Observing and understanding
Making decisions
Participating in activities
Initiating actions
Engaging in solo play
Building connections with their family
Provide opportunities (such as)
Observing and understanding
Making decisions
Participating in activities
Initiating actions
Engaging in solo play
Building connections with their family
Equipments
Arrangement and division of space
How materials are stored and display
Specific materials provided
Considerations when the caregivers setting up toys and accessories
Items will be viewed and accessed from the infants and toddlers perspectives
Play materials that are visually engaging and encourage manipulation
Safety
Objects must be large and smooth enough
Appropriate toys for very young children
Study picture books
Household items such as measuring cups and unbreakable bowls
Vinyl covered pillows to climb on
Child proof mimar
Nesting toys
Health, safety and nutrition
Making sure the environment is thoroughly prepared
Caregivers need to practice fire and disaster evacuation plans
Have emergency contact numbers posted near the telephone
Maintain a readily accessible file
Guidelines for maintaining a safe and healthy environment for every young children (not all)
Toys must be safe washable and large enough
Toys that are mouthed should be replaced with clean ones
Electrical outlet should be covered
Hazardous substances should be kept out of reach of children
Reciprocal relationships with families
Relationship in which each member gives and receive in response to the giving and receiving of the other
Positive and open interactions between parents and staff
Staff should recognize that parents are the primary providers of affection
Guidelines for fostering positive interactions with parents
Providing parents with essential information about their children
Showing respect for a family school share language and personal choices
Having relevant information
Responding to parents
Inviting parents to be involved in the program
Inclusive programs for children from 3 to 5
• Creating a caring community of learners
Primary goal is to establish a classroom environment that fosters learning for every child
• Teaching to enhance development and learning
Encourage self directed problem solving and experimentation
Effective teaching strategies offer young children chances to develop skills solve problems and gain knowledge in ways that relate to their everyday life experiences
• Constructing an appropriate curriculum
Young children learn best through hands on experiences
Goals includes:
Activities that are child initiated in teacher supported
Focus on exploration and discovery
Support each child’s unique patterns of growth and development
Areas of an effective curriculum:
Social emotional
Helping children learn to play together, cooperate, assist one another, negotiate, and resolve interpersonal issues
- model self control
- encourage appropriate behaviors
- use positive statements
- set clear limits
Areas of an effective curriculum:
Communication and literacy development
Have basic communication skills when they start preschool
Manage children with disabilities may still be working on foundational conversational abilities
“Literacy development is also a key goal”
Areas of an effective curriculum:
Physical development
Children benefit from daily gross and fine motor activities as they support physical development
- Gross motor skills
Physical activities that require the voluntary use of large muscles (running sitting and pulling up plants) - Fine motor skills
Physical activities that require the voluntary use of small muscles (holding, using scissors and buttoning)
Areas of an effective curriculum:
Aesthetic development
Daily art music experiences in preschool classrooms
Focus:
Process of creating and experiencing rather than on producing a specific outcome or mastering a particular tune
No child left behind(NCLB) act
Focus on student testing has unintended effect on preschool and kindergarten settings
Emphasis on testing for older students has led to unrealistic academic expectations
Can cause educators to adopt inappropriate curricula that emphasize specific skills over fostering active engage learning can cause educators to adopt inappropriate curricula that emphasize specific skills over fostering active engage learning
No child left behind(NCLB) act
Focus on student testing has unintended effect on preschool and kindergarten settings
Emphasis on testing for older students has led to unrealistic academic expectations
Can cause educators to adopt inappropriate curricula that emphasize specific skills over fostering active engage learning can cause educators to adopt inappropriate curricula that emphasize specific skills over fostering active engage learning
