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Theories, principles and models of inclusive curriculum design
Theories of inclusive curriculum design
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Introduction
The National Quality standard and framework exists to ensure that children in school age care have opportunities to engage in leisure and play-based experiences that are responsive to the needs, interests and choices of the children attending the service and that contribute to their ongoing development (Guide to the National Quality Standard, 2011). In this paper, an analysis will be conducted on a video entitled NQS Environment Makeover. The national quality standard and framework will be used as guide in analyzing the video.
The National Quality guide outline seven areas for improving services. The areas identified are; educational program and practice; children’s health and safety; physical environment; staffing arrangements; relationships with children; collaborative partnerships with families and communities and leadership and service management. (Guide to the National Quality Framework, 2013). The analysis will include a summary of the video, an assessment, a critical evaluation, outlining the approach used and finally, determining the extent to which the nursery initiated changes in the environment.
The video documents the development and implementation of a Quality Improvement Plan that places its main focus on the Physical Environment. The video entails the initial phases of planning and formulation of collaborative ideas between the director and staff of Campbell Street Childcare and Early Education Centre in Queanbeyan, NSW, together with the assistance of two ECA early childhood consultants. The video highlights the need for drastic changes to the physical environment that will immensely contribute to improving all seven areas identified in the National Quality Standards. (NQS PLP, ...
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ECFS2007, Designing Inclusive Early Childhood Settings (2014). Unit 5: Designing Outdoor Play Areas. UWI Open Campus
Guide to the National Quality Framework. (2013, September 1). Retrieved from:http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF01-Guide-to-the-NQF-130902.pdf
Guide to the National Quality Standard . (2011, October). Retrieved from http://ccccnsw.org.au/wp-content/uploads/guide-to-the-national-quality-standard.pdf
Huntsman, L. Dr. (2008, April). Determinants of quality in child care: A review of the research evidence. Retrieved from http://www.community.nsw.gov.au/docswr/_assets/main/documents/research_qualitychildcare.pdf
NQS PLP. (2013, April 10). Environment Makeover. NQS ideas to actions documentary (Full Version). Retrieved from http://www.youtube.com/watch?v=RJ-df9utcXg
On February 6th, I visited the infant room at Day Nursery Ruth A. Lilly Center and completed the ITERS observation one. Being my first experience doing the ITERS evaluation, I thought that it was going to be a little difficult to us. However, I was surprised to find out how it was very strait forward and the notes for clarification left no room for misunderstanding. While I was doing the ITERS evaluation at the Day Nursery, I noticed things I like about the program, things I did not like, and felt like the scores where accurate.
Child Observation Record (COR) is the checklist that evaluates children’s learning in the five content areas. Each day, teachers observe children at play in natural and authentic situations and then take notes about children’s behavior. These records are gathered to help teachers evaluate children’s development and plan activities to help individual children and even the whole classroom make progress. For teachers, the Preschool Program Quality Assessment (PQA) is used to evaluate whether the whole High Scope program and the staffs are using the most effective classroom and program management
There is a problem in Texas impacting children’s futures; many childcare centers and homes are not providing children with quality care. In an article about cost and quality in Texas childcare, child development experts Susan Eitel and Joyce Nuner quote a study stating “that [nationally] only 10% of infants and toddlers are in high quality [childcare] programs” (34). The term ratio describes the number of children one caregiver is watching. This number is one of the major factors in the quality of a childcare program. Organizations such as the National Association for the Education of Young Children know as NAEYC release recommendations regarding ratios and accredit programs based on their compliance. Childcare centers and homes must comply with certain minimum standards enforced by Texas regarding ratios; however, these standards often set the bar lower than recommendations made by these early childhood experts. The current standards in Texas do not ensure that all young children receive quality care; for this reason, the Texas Department of Family Protective Services should strengthen the minimum standards regarding ratios to better regulate the quality of care children receive.
Children who participate in quality early learning programs tend to be more successful later in school. They are also most socially and emotionally competent. In addition those children show higher verbal and intellectual development during early childhood than children who do not participate in early learning programs (A Parent’s Guide to Choosing Quality Child Care). In order for a child care center to be a quality center they must have an educated staff, a program accreditation, and good health and safety practices. Parents choose high quality child care for many reasons. These programs prepare children for school in which they gain intellectual and social skills. Also the programs are a good opportunity for children because they receive age-appropriate learning materials and activities to let the children learn and grow.
As the father of a special needs child who is currently bound to a wheelchair, I wanted to know and understand more about universally accessible playgrounds in Colorado Springs, CO. I found, however, there is only one universal/handicap useable playground in Colorado Springs. Even that one playground is not truly accessible as it utilizes wood chips as ground covering which makes wheelchair usage very difficult. The only reason it exists is due exclusively to private funding. I decided to do some research into the matter. I started by researching from a financial standpoint, what the cost difference is between a traditional playground set and a universal playground. I will follow that up by talking with, and reading information from, parents of special needs children to gain perspective. Next, I plan to contact several local attorneys, advocates, and government officials. I also want to know about the Americans with Disabilities Act: Standards for Accessible Design. The following are the findings of the research.
A large problem I have noticed with sub-optimal child care and high-quality child care are that they have an extreme variation in prices. Some people say that high-quality child care is more expensive then sub-optimal child care because of how well they take care of the children. The differences between the both of them; in some child care centers there are chances that the children may be harmed or that they are not being fed correctly, and in some cases not learning certain things to start pre-school.
Healthy Child Care America. (2007, April). Health and Safety E-News for Caregivers and Teachers. Retrieved from Healthy Child Care America: http://www.healthychildcare.org/ENewsApr07.html
Demonstrate a strong understanding of current Australian early childhood education and care reform agenda in Australia since 2007. The Australian ECE and care reform agenda was initiated, in 2007, due to a concern for the wellbeing and increasingly poor outcomes for children in several key areas. Evidence confirmed the importance and impact of a child’s health, well-being, development and learning in the early years, therefore the need for an NQF and NQS was initiated. The impact of social change over recent decades has shown families struggling to function and aid in their child’s development.
Commission for Social Care Inspection (2005) Making Every Child Matter, Commission for Social Care Inspection
National Center for O*NET Development . (2010). Preschool and Childcare Director. Retrieved November 12, 2013, from O*NET Online: http://www.onetonline.org/link/summary/11-9031.00
The experience in the activity plan above is supported by several contemporary theoretical perspectives. The first of which is that play occurs within a context. Child care sits inside Bronfenbrenner’s Ecological Systems theory (1979) and gives contextual emphasis on children’s learning (Docket & Fleer, 1999). The first part of the system, the Microsystem, involves the child gaining socially and linguistically through interaction with immediate social networks, including home and family. The model encourages caregivers and family to take note of how a child’s surroundings impact them and vice versa. Also, to recognise that communication from parent to caregiver or teacher and back again promotes positive development of the care each stakeholder
As an early childhood educator my job is not to simple play with children. I must plan, provide and supervise all while “playing” with my students. The classroom serves as the physical environment for the children for most of their waking hours. These classrooms need to be attractive and function effectively. Concerns for any early childhood educator should always include space, equipment and materials used, outdoor space and the daily schedule to ensure that all students are provided ample opportunities to learn and grow within a safe and secure environment.
According to our textbook Student Teaching, “An infant/toddler center is an entirely new world, one that is completely different from the preschool environment.” In order to understand the function and quality of an infant/toddler program and classroom setting, we were asked to evaluate an infant/toddler setting using the Infant/Toddler Environmental Rating Scale. Like the PAS evaluation, the ITERS helps us to evaluate quality. However the ITERS also helps to evaluate the quality within a classroom and allows us to determine areas that provide high quality and areas that may need improvement. Below is my reflection on my evaluation of the 2 year old program/room I have chosen to observe.
R., Duncan, G. J., & Vandell, D. L. (2014). The three most important statistical concepts in this article include: measurement, reliability, and validity. Measurement is classifying what it is that you are seeking to find information about (Sheperis, C. J., Young, J. S., & Daniels, M. H. (2010). In this article, quality child care and its effects on academic achievement are measured. Several measure of process quality were used as methods to measure these factors, focusing on quality of instruction from the teacher, staff0child interactions, and staff-child ratio and staff qualifications (Auger, A., Farkas, G., Burchinal, M. R., Duncan, G. J., & Vandell, D. L. (2014). A centers quality was measured using varying tools of measurement such as the ECERS-R which is used as an observation tool consisting of 43 different items, scored on a range of 1-7 (1 being inadequate and 7 being excellent quality). The 43 different items measures things such as indoor space, personal care routines, language reasoning, activities, interactions, program structure and parents and staff (Auger, A., Farkas, G., Burchinal, M. R., Duncan, G. J., & Vandell, D. L. (2014). This
Programme planning is a vital sector in diverse early childhood education (ECE) service to provide quality education and care for young children. There are many ways we could plan things. The planning will link to the document of desirable of objectives (DOPs), Te Whariki and the licensing criteria which provide by the government. Planning in ECE cycle has no beginning and no end; it is a continued cycle day after day, week after week and year after year. Play is basic element to learn and develop in child’s life.