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Early intervention
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Early Head Start have access to many resources to help a child with special needs. For example in one of the class I visit there was a child that was diagnosed as autism. This child received service as therapists to help them in improving behavior,communication,social skills,emotional issues, and so on. The staff at this location get training on how to help a autism child. Also they have or follow up with the ISP (Individual Support Plan ). The program will get special equipment if needed. The program also get service from ECI (Early Childhood Intervention ), which assist family's with a child with special needs.
Early Head Start help the child to adjust to this environment. The teachers are train to deal with
such cases. The child is able to do functional play. They can play with cars or spin a wheel, or press buttons of some toys to see what happen. Some times the teachers use modeling and repeating showing the child how to used the toy. This way it had work in some cases, a child tend to observe how a game function by looking at another child playing. Their main interest is for the child to find his identity and feel confortable during playing time. Also I notice that most of the time mom is there to help the teacher. She was volunteer during the day to assist the teachers in her child's leaning. As we know a child with a disability or special need learn different from others. Even thought they are expose to the same environment as the other kids. They learn differently at their own pace. The teachers have a IEP for the child. They also provide assistance for the child to achieve their goals using specialize instruction to guide them. The program is developmentally appropriate for this child because the teachers are doing what benefits the child's needs. Also they are letting parents become involved in the process of their child's education. Early Head Start is providing professional help and do some assessment to help the child in their learning process. Bredekamp , Sue . Effective Practices in Early Childhood Education : Building a Foundation . Second ed . Upper Saddle River , N . J . : person , 2014 . Print
Vignette two: Families who previously had children enrolled in a nearby preschool have told you stories of what happened to their children in that center. They describe dirty sheets on the cribs, harsh punishments including withholding food, and ratios of twenty children to one adult. One day you drive by and see a lot covered with asphalt and dry grass. There are a few rusting pieces of playground equipment. Several children are standing along the chain link fence looking at the cars going by. There are no adults in sight.
Barnett, W.S. & Hustedt, J.T. (2003). Head Start’s lasting benefits. Infants and Young Children, 18(1), 16-24.
Early childhood education, although constantly evolving, was actually established and practiced as early on as the times of Ancient Greece and Rome. The foundation that early childhood education is based upon is to instill in children the skills needed to succeed later on in life, while making sure young children enjoy their time in schooling. Throughout chapter 3 in the textbook Who Am I in the Lives of Children, the reader is capable of evaluating just how greatly the methods for teaching today’s youth have evolved and changed for the better.
Head Start meets educational needs by ensuring that each child is exposed to different learning experiences that nurse intellectual, social, and emotional growth (U.S. Department of Health and Human Services, 2002). The children are in an atmosphere for gaining knowledge but at the same time are placed with peers whom they can build social skills and form relationships with.
In the 1980s, child care was back on the national agenda due to the education reform movement (Tejada, 2010). Tejada further disclosed that several states even launched pre-kindergarten programs for disadvantaged children. Why the Need for Universal Preschool Two-thirds of 4-year-old children in the United States attend preschool, as well as 40% of 3-year-olds (Tejada, 2010). Half of those are enrolled in a public program, such as state prekindergarten (preK), Head Start, or special education, and the other half are in a private program (Adams, 2009). Despite such a large enrollment of children in these programs, there is still a handful of children who are missing out on obtaining a head start in obtaining a good quality education.... ...
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.
Seventeen to nineteen percent of the fifty percent of children who are in early education programs are in head start. Head start was created in 1965 and is the largest financed early education in the United States. Although many say that head start is a great tool to get students ready for school there are some mixed evidence on both of it. Head start has not shown any improvement on the math skills. There is only a limited research on the impact of making a teacher and student relationship. It has shown that it helped with the students who have special needs on their attention abilities. Children who went to head start did have a more positive school readiness then the one who did not go to Head
Preschool isn't just a place for parents to drop off their children while they are at work for the day. It is in preschool where children learn the necessary skills needed to succeed in school and in life. With high-quality preschools and qualified teachers the possibilities are endless. It's not only the children who reap the benefits of Early Childhood Education; their parents, fellow peers, and even society feel the positive effects of quality preschool programs. Children enrolled in quality preschool programs are more likely to succeed academically and socially when they are older.
While walking through the front gates of County elementary school, you see children of all ages playing while they wait for the school bell to ring. Walking to the classroom that I will be observing you see students with their parent’s line up waiting to get signed in. The students are to be signed in by a parent or guardian for safety precautions, and shows that the child was signed into school. As a visitor, I am to sign myself in, this shows I was in the classroom, at what time was I there, and reason for visiting the classroom.
Peggy Gallagher and Richard Lambert looked at the classroom quality of Head Start classrooms with children with special needs. Classroom quality is based on “classroom dynamics, classroom structural variables, classroom staff characteristics, administration and support services, and parental involvement” (Gallagher, pg. 32). Overall, their study suggested that when special needs children are placed in a regular Head Start classroom, there is no significant effect on their development as opposed to being in a self-contained classroom. Additionally, their research found that unless there are more than 20% of the children had special needs, there is also no negative on the children without special needs.
Klein, M. D., Cook, R. E., & Richardson-Gibbs, A. M. (2001). Strategies for Including Children with Special Needs in Early Childhood Settings. Albany, NY: Delmar.
Every child’s needs are different and if an Early Childhood Teacher can create a program which caters to every child in their class which can help the child learn and also to help them develop as learners then it is beneficial for everyone. Allowing the children to have access to the arts which can help stimulate their brains and help them learn and having access to the programs which can allow this will better the child’s future. Also creating a program which takes into account different cultures and communities in the classroom and using them to show the children how different countries work can be beneficial to them as they can see that not everyone is the
There are many aspects to early childhood education including what all it contains and is being taught. People willing to teach in an early childhood center are vitally important for learning and have overwhelming benefits for the children (Teufel). Children are expected to know much more information at an early age, so it benefits children to have the opportunity to take part in a program before kindergarten.
Early childhood education plays a key role in a child’s academic development because he or she learns soft skills, job skills, and develop positive traits. Preschool is not like kindergarten, but instead a stepping-stone that prepares young students for the years of schooling they will have later in life. As more schools began to open families wanted to be able to verify that programs would benefit and protect their children. In response, the National Association for the Education of Young Children was made to help families find the best care for their children, by providing the early childhood educators with training and ensuring the quality of children’s daily experiences. (“NAEYC”5).
There are many documented theories about early childhood development, contemporary research still concurs with some of these theories. It suggests, however, that we should be thinking more holistically, taking into consideration; respect for diversity, the wider community and equity, play based curriculums, intentional teaching and ongoing reflective practices when planning for optimal educational experiences for children (Department of Education, Employment and Workplace Relations, 2009). I acknowledge that ongoing professional learning and reflective practices are a key element of the Early Years Learning Framework (DEEWR, 2009). I accredit working and collaborating with other teachers, families and local communities collectively contribute