Issues and Trends: Change, Contexts, Consequences, and Constraints Revisited

The wonders of child development and the long-term consequences of the experiences of young children has made me focus on child development and early learning a key policy focus on the early childhood education programs shows a variety of short- and long-term outcomes from high-quality early childhood  programs. As a result, the early childhood field is focusing on developing programs and systems that lead to the best outcomes for children. In addition, alignment of programs for children from birth to age 5 with the K-12 system and considering the multiple facets of the transition to kindergarten are also being undertaken. An overarching consideration is the development of a coordinated system of early childhood programs to maximize the positive growth and development of young children.

A recent report issued by the Department of Education found that statewide, only 49 percent of kindergartners were deemed “fully ready” at the time they entered kindergarten, with the percentage much lower for poor children (2002). It is anticipated that children not “fully ready” will need special and more intensive teacher support in order to succeed in kindergarten, thus creating a problem not only for the child but for the teacher who is charged with educating children with a wide range of knowledge and skills.

Invest in Education

UNESCO believes that investing in high quality early childhood education is good business and establishes a strong foundation for success in school and in life. A growing body of research builds the case that investment in high quality early education will lead to a more educated, qualified, and talented workforce that will help Wisconsin better compete in a global economy. Why should taxpayers want to invest their dollars in quality early education for every child whose family wants it?

The research is clear that it helps children succeed. That’s one reason. But there is another that is very important but less well known. That reason is this: it makes financial sense. Tax dollars invested create economic development in communities now, and save money for years to come. Investing in early education generates economic development for communities in the short run in the form of jobs, the purchase of goods and services, and a more efficient workforce. In the long run, quality early education builds an employable, educated workforce. Children who receive quality early education arrive at school ready to learn and they do better in school. They need fewer costly special education classes. They are more likely to graduate from high school and to hold jobs. They are less likely to be on welfare. And they are significantly less likely to wind up in the courts and in the jails—and costing taxpayers a fortune.

Sharing Web Resources

The Web Resources I used was the DEC and NAEYC

The DEC/NAEYC joint position statement on inclusion contributes to the early childhood field in that it helps all involved with children fully understand the practices and techniques needed in order to have successful inclusion learning programs, whether at home or at school. All early childhood programs should model a program that displays a welcoming and supports diversity with open arms. The joint statement should help us face the realities of inclusion by breaking down the details in terms of access, participation, and supports. Through this statement we should be encouraged to look closely at our own practices and concerns and ponder if we are supporting development for every child.

Children should be given access to a variety of learning opportunities through their environment and activities. The Universal Design for Learning allows for every young child to have access to learning and the law forbids schools to not allow children to receive a free and public education regardless of the needs of each individual child. Participation is encouraged for children with or without disabilities as their social-emotional development is cultivated. It is critical that supports be in place so that every child is afforded the opportunity, through trained professionals, to be assisted in and outside of the regular classroom. As stated in the Individual Responsive Practice discussion with Dr. Darragh, it has to be continuous model of support from everyone in the child’s life.

Once access to a particular program has been made, the next crucial step is to figure out how it's going. A positive, respectful relationship between staff and parents is important in making certain that the participation of every child is meaningful and beneficial. Even if children with disabilities are able to access programs and environments, some may require additional individualized accommodations and modifications to participate fully in play and learning activities with peers (DEC/NAEYC, 2009). Then early intervention services should be integrated into the child's routine. Achieving high quality inclusion of children with disabilities requires that there be a strong foundation of systems level supports to ensure that the efforts of individuals, programs and organizations are successful and can be maintained. Teacher training is very important to prepare them to work collaboratively with families, therapists, and other staff to provide specialized services and to ensure a high quality program.

Inclusion benefits children with and without disabilities, it allows them to understand and accept their own and others strengths and gifts, it also helps them experience and appreciate diversity and access the same education that their typically developing peers can and, therefore, expect to be more successful in future educational experiences. Lack of knowledge in individualizing instruction and the lack of collaboration between teachers and families and other staff members are barriers to inclusive practices, that’s why teachers training and preparation are important component to inclusion success.

Resources:
Video - Individually Responsive Practice, Dr. Johnna Darragh Ernst

National Association for the Education of Young Children. (2009). Where we stand on responding to cultural and linguistic diversity. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf

National Professional Development Center on Inclusion. (2009). Research synthesis points on early childhood inclusion. Retrieved from http://community.fpg.unc.edu/resources/articles/NDPCI-ResearchSynthesis-9-2007.pdf/

Rodd, J. (1996). Children, culture, and education. Retrieved from http://findarticles.com/p/articles/mi_qa3614/is_199601/ai_n8743794/