Allen Chapter 3

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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 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 From
Birth 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.

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.
– Social relationships, collaboration between
child and adult, and between teachers and
families exist.

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
– 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.

– 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

Ages Six to Eight
• Creating a caring community of learners
– Positive climates for learning.
– Building democratic communities.

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.

– 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.

Allen Chapter 3

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