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How to create an inclusive learning environment
How to create an inclusive learning environment
How to create an inclusive learning environment
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Children laugh and run as the sun beats down on them. Parents push their kids on the swings, and children take turns on the slide. One child falls down and runs crying to his mother. A typical day at most any playground, but this is no ordinary playground. This is the Kristi Yamaguchi Always Dream Play Park, a playground "for children of all abilities that allows for physical as well as mental development" (Always Dream Play Park). Kristi Yamaguchi was born with a club foot, which inspired her to start the Always Dream Foundation in 1996. She and the foundation funds projects, such as this park, to make sure all children's dreams come true. The park contains charming and colorful structures that are easy for any child to use. There is a long, concrete ramp to the short, beige slide. A row of swings includes two blue chair swings equipped with seatbelts. The ground around all the equipment is squishy and blue. Misters are casually disguised as yellow umbrellas on the hill, and the sandbox is equipped with a water spout for some dirty fun. The blue merry-go-round is not an ordinary merry-go-round but rather a two-level jungle gym with space for children to climb inside and spin around.
The park seems small, but even on a busy day, no one waits in line. There is plenty of seating for parents at tables and benches and in a small amphitheater that could become space for an impromptu performance. At first, the parks seems placed in an odd location right up against a busy parking lot, but on second thought it is the best spot for easy access. The playground's large structures and brightly colored umbrellas beckon to those traveling down Stevenson Boulevard.
The playground opened in Fremont on January 16, 2010 after four years of ...
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... a blonde, big-boned mother in exercise clothes is watching her 5-year-old son on the slide with her mom, Cindy. When I ask them what they like about this playground, Danielle says right away, "It's not ghetto." They both chuckle. "Really, I mean it," she says. "It's very colorful and clean. I can't get my son to leave." They don't know that the playground was built for disabled children.
"It doesn't matter," says Sherry, a skinny Asian mom who has been to the park three times in the past two weeks with her 6-year-old son. They live close to the park. "It is good for them to blend in."
The goal of the Kristi Yamaguchi Always Dream Play Park is to provide a playground for children of all abilities. Most of the people here don't know that the park is designed for disabled children. People may not notice them, but it doesn't seem to matter. Everyone has fun.
Milloy draws his audiences' attentions by retelling a tragic story of a 1st grader named Maurice getting run over in a school zone. He describes the driver as "barreling through...and not even slowing down after striking the boy" who "suffered serious head injuries." Milloy's story wins sympathy from the readers. The boy was just beginning to learn the complexities of life when he was forced to start all over again because of a reckless driver. Fatal injuries, especially those effecting children, touch the hearts of most adults. Parents of any social status wonder is this could ever happen to their kids and how devastating an event like this would be. In response to the young boy's accident, volunteers sympathized fore the inner city school and built a playground to replace the concrete slab the kids used to play on. Most intended readers can relate to not having play grounds for their kids to enjoy. Parents almost always want nice facilities for their kids to play on whether it be a stick with a ball attached, a local park, a school playground, or an extravagant sports court in their back yard, depending on social class. Sympathy extends to children who are deprived of recreational facilities
Exhilarated screams and contagious laughter pierce the air. The squeaking and screeching of the rusty old gate travel throughout the playground, as I tower towards it. Sprinting down the crumbly old path, leading to the sand court. There are crowds and clusters of children everywhere. The wind twisting and gusting throughout the awkward side bangs and awful bob haircuts. Recess was by far the most exciting and adventurous part of my second-grade life. Spotting my best friend, Lydia, out of the mass of children, I frantically run up to her and ask her to play Newcomb with me. Newcomb was the best recess game to me, simply because it always had the cutest boys. Lydia immediately replies with complete agreement.
Once we arrived at the gates, we queued for ten minutes before getting access to the park. We all hastily made our way to the main attraction of the pa...
Rodger, S., & Ziviani, J. (1999). Play-based Occupational Therapy. International Journal Of Disability, Development & Education, 46(3), 337-365. Additional Information:
My own experience with this comes from my early childhood. At the age of six, I was playing on the jungle gym playground like a normal child care free and e...
There is now an entrance of structured recess that is based on games and activities that are structured. When these are done by a trained adult this kind of recess does have benefits, but doesn't quite give the same support that recess would in s...
Risky play is an important part of children’s play and children have shown a natural desire of outdoor risky play in the early years of ages (Brussoni, Olsen, Pike & Sleet, 2012). Risky play refers to play that allows children to feel excited and may lead to physical injury (Sandseter, 2007). In the video Adventurous play-Developing a culture of risky play, the interviewer Neville had discussed risky play with five educators. By consulting from this video, this report will provide rationales which are for creating opportunities for risky play in the child care centres, explain how to achieve the outcomes of the Early Years Learning Framework through planning for risky play. It then attempts to analyse the observational learning in Bandura’s
-The setting: I went to a zoo for observation. There is a playground at the zoo. There is a semicircular giant rock at the playground with a big hole in the middle part on the ground. The children can climb onto the rock or run in and out of the hole. There are trees surrounding the playground, and parents can stand nearby the playground to keep and eye on their children.
Play supports children’s physical development as when they are playing they are being active and exercising their body. It is important that children develop strength and stamina from a young age and through
I remember how I felt on the first day when I entered my placement. It was not the first time I had associate with young children but somehow it felt different. I always thought children were the easiest beings to communicate and that I can easily understand them just by looking at how they act. Unfortunately, I had so many things I did not know about them and I was perplexed just by handling one crying child. This booklet is created for early year’s practitioners that are just starting and it is aimed to provide practitioners about children, early year’s documents and play.
One of the most successful and influential early childhood educational strategies that have been used to promote children’s social and cognitive development is scaffolding. Scaffolding generally refers to the process through which adults facilitate children’s learning by enabling them achieve a level of ability beyond the child’s capacity at the time (Scarlett, 2005). This essay will discuss how scaffolding facilitates and supports meaning making in children’s play. First, the essay will briefly introduce the concept of scaffolding and its importance in children’s development. The essay will then explore various early childhood educational theories that support or acknowledge the role played by scaffolding, the view of children as learners capable of constructing meaning and the importance of teacher presence in a play based curriculum. The essay will examine scaffolding through the theoretical lens of the philosophy of Reggio Emilia, the constructivist theories of Lev Vygotsky and Jean Piaget and Howard Gardner’s Theory of Multiple Intelligences. The essay will argue that all examined theories support the role of scaffolding in facilitating and supporting meaning making in children’s play and emphasize the importance of teacher presence in all areas of the curriculum, especially in a play based curriculum.
Children have a natural inclination to play, alongside a natural instinct to learn and to be curious and inventive, which are characteristics of the human race in general. This quote taken from Janet Moyles is a good starting point for this essay. It is well known that children love to play. If a child were to be left to his/her own devices they would happily play and create new worlds anywhere they were left. It has been well documented and researched that children learn excellently through play. However they are not always given the opportunity to do so, instead being told to, ‘finish your work and then you can go play’. Obviously this is not always the case, but the fact that it is a common practice shows that we do not all fully appreciate the importance of play to children’s learning. This essay will attempt to show how children learn through play, making reference to current theory and practice. I will also give examples from my own first-hand experience of how children learn and develop as people through play.
Play is a wonderful asset for our children and can benefit them in many ways: physical, language, self-concept, and social development are four examples of the different areas that massively impact a child’s development. The different play...
The children are put through different learning experiences and tasks, for the professionals to evaluate and observe their different development stages. All this helps to understand the children’s adult characteristics for future life as every child’s play experiences are crucial to their adult life.
In Kindergarten school, some parent believes play is the best way for young children to learn the conceptions, skills, and set a solid foundation for later school and life success. In the other hand, many parents disagree and believe play is a waste of time, messy, noisy, and uneducationall. I believe play is not waste of time, but it something worth to fight for, in this presentation I would show parent the main importance of some of the numerous kinds of play, and why play is a fundamental basis for improving children’s ability to succeed in school and life.