©2015 cengage learning. all rights reserved. chapter 3 inclusive programs for young children

©2015 Cengage Learning.All Rights Reserved.

Chapter 3Inclusive 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 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.



– 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 .



• 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.



• 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.



• Recreation programs– Sports, art, dance, and music classes.– 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 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 FromBirth 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.



• Equipment– Bright, colorful, and well-organized.– Appropriate materials:

• Sturdy picture books• Household items• Climbing apparatus• Mirrors• Nesting toys



• 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:

• 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.

– Peer relationships are encouraged.– 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.



• Constructing an appropriate curriculum– Play is valued– 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.



• 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.



• 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


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.



• Constructing an 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 academic 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.

©2015 cengage learning. all rights reserved. chapter 3 inclusive programs for young children

Documents