Ambo University Early Childhood Care & Education/ECCE PDF, 2024

Ambo University Institute of Education and Behavioral Science Department of Special Needs and Inclusive Education Course Title – Early Childhood Care & Education/ECCE Course Code – SNIE4082 Instructor: Mr. Liul Yanore (M.A)....

Ambo University Institute of Education and Behavioral Science Department of Special Needs and Inclusive Education Course Title – Early Childhood Care & Education/ECCE Course Code – SNIE4082 Instructor: Mr. Liul Yanore (M.A). August, 2024. Ambo, Ethiopia.  Table of Contents Unit One.....................................................................................................................................2 Including All Children in a Dynamic Educational System........................................................2 Introduction.............................................................................................................................2 Historical Roots of Early Childhood Care and Education.....................................................2 Historical Roots of Early Schooling in Ethiopia...................................................................4 Early Education in Ethiopia Today.......................................................................................5 Early intervention............................................................................................................... 10 Concern about Inclusion..................................................................................................... 10 Service Delivery System.................................................................................................... 11 Unit 2........................................................................................................................................ 14 Curriculum Planning.............................................................................................................. 14 Introduction........................................................................................................................... 14 Inclusive Curriculum.......................................................................................................... 16 Integrated Curriculum........................................................................................................ 16 Emergent Curriculum......................................................................................................... 18 Multiple Intelligences......................................................................................................... 18 Learning styles................................................................................................................... 20 How Play Contributes to Development............................................................................... 21 Unit 3........................................................................................................................................ 23 Assessment in Early Childhood Education............................................................................. 23 Introduction........................................................................................................................... 23 Principles of Assessment for Young Children.................................................................... 23 Early Childhood Inclusion.................................................................................................. 26 Inclusive social services and child protection..................................................................... 29 Developmentally Appropriate Practice in Early Childhood Programs................................. 30 Guidelines for DAP............................................................................................................ 31 Unit 4........................................................................................................................................ 38 Resources and Practice for Inclusive Early Childhood Education........................................... 38 Introduction........................................................................................................................... 38 Children with Special Needs.............................................................................................. 40 1  Unit One Including All Children in a Dynamic Educational System Introduction Early childhood refers to the period between birth and 8 years of life. The widely used term ‘early childhood care and education’ (ECCE) refers to a range of processes and mechanisms that sustain, support and aid in the holistic development of children during the early years of life: it encompasses education, physical, social and emotional care, intellectual stimulation, health care and nutrition. It also includes the support a family and community need to promote children’s healthy development. Due to the rapid neural connections, brain development and growth that take place at this age, this period is considered a critical window of opportunity for optimizing children’s development through the combined impact of education, care, health, nutrition, protection and stimulation. The field of early childhood care and education is replete with evidence that attests to the considerable benefits of good-quality ECCE programmes. Children who have participated in quality ECCE exhibit tremendous gains in their overall social, cognitive and intellectual development. ECCE has contributed to breaking the cycle of poverty; it also offers an entry point and platform for improving social equity and inclusion. Historical Roots of Early Childhood Care and Education The History of early childhood care and education (ECCE) refers to the development of care and education of children between zero and eight years old throughout history. ECCE has a global scope, and caring for and educating young children has always been an integral part of human societies. Arrangements for fulfilling these societal roles have evolved over time and remain varied across cultures, often reflecting family and community structures as well as the social and economic roles of women and men. Historically, such arrangements have largely been informal, involving family, household and community members. The formalization of these arrangements emerged in the nineteenth century with the establishment of kindergartens for educational purposes and day nurseries for care in much of Europe and North America, Brazil, China, India, Jamaica and Mexico. 2 State-led expansion of ECCE services first emerged in the Russian Federation in the early twentieth century as part of the socialist project to foster equal participation of women and men in production and in public life, and to publicly provide education from the youngest possible age. This development extended to socialist or former socialist countries such as Cambodia, China and Viet Nam. France was another early starter having integrated pre-school into its education system as early as 1886 and expanded its provision in the 1950s. In real terms, the significant expansion of ECCE services began in the 1960s with the considerable growth in women’s participation in the labour market and extensive developments in child and family policies in Europe and the United States of America. The 1990s opened a new page in the history of the development of ECCE catalyzed mainly by the rapid and successive ratification of the 1989 United Nations Convention on the Rights of the Child (CRC). By its explicit mention of ‘the child’ – meaning every human being under the age of eighteen or majority – the CRC reinforced the 1960 UNESCO Convention and Recommendation against Discrimination in Education which should have covered young children in any case. With its moral force and near universal ratification, the CRC formally recognized children as holders of rights to survival and development, to be heard and to participate in decisions affecting them in accordance with their evolving capacities with their best interests and non-discrimination as overarching principles. While the CRC in Article 18 also recognizes the primary role of parents and legal guardians in the upbringing and development of children, it obliges States Parties to help them carry out these duties The second boost to the development of ECCE was the adoption of the World Declaration on Education for All (EFA) in March 1990 in Jomtien, Thailand. Reflecting General Comment 7, the Jomtien Declaration explicitly stated that ‘learning begins at birth’, and called for ‘early childhood care and initial education’ (Article 5). This novel recognition of ECCE as an integral part of basic education featured again in the major goals adopted at the 1990 UN World Summit for Children. Ten years later, in 2000, this expanded vision of basic education was re-armed in the Dakar Framework for Action on EFA, adopted at the World Education Forum as the first of the six EFA goals: ‘Expanding and improving comprehensive ECCE especially for the most vulnerable and disadvantaged children’. Regrettably, unlike other EFA goals, this was stated as a broad and aspirational goal without numerical targets or clear benchmarks. 3 ECCE was further reinforced by the Millennium Development Goals (MDGs), albeit only partially. Adopted at the UN Millennium Summit in 2000, two of the MDGs had direct relevance to early childhood development: (i) improving maternal health, with the targets of reducing the maternal mortality rates by three-quarters and providing universal access to reproductive health (MDG4), and (ii) reducing the under-five mortality rate by two-thirds between 1990 and 2015 (MDG5). Thus, the child and maternal health aspects of ECCE became part and parcel of a global ‘effort to meet the needs of the world’s poorest’ while childcare and early education aspects were left out. In recent decades, ECCE has further received attention from diverse stakeholders including research communities, civil society and intergovernmental organizations which furthered understanding of its holistic and multisectoral nature. Research continues to document the multifaceted development benefits of ECCE for health, education, social and emotional well- being, social equity and cohesion, the economy, employment and earnings. Historical Roots of Early Schooling in Ethiopia Two major traditions characterize the development of education in Ethiopia “traditional” and “Western” systems. While Western educational ideas have flourished since the early twentieth century, the traditional approach has characterized Ethiopian education throughout the history of this ancient nation. This traditional system is deeply rooted in the Ethiopian Orthodox Church and is recognized as one of the oldest educational systems in the world. For centuries, Orthodox churches, monasteries, and convents were the only centers for formal learning from preschool through the university level. Traditional subjects of study in these programs included theology, philosophy, computation, history, poetry, and music. At least for males, the importance of early education was recognized as early as Medieval Ethiopia. By the end of the nineteenth century, a few changes emerged in the formal education of young children. The emperor of the country at that time, Menelik II (emperor from 1889–1913), recognized that greatly improved education would be needed for a modern Ethiopia. In line with his aspirations, in 1908 Menelik established the first public school, called Menelik II Primary and Secondary School. Eight years prior to the establishment of this public school, however, the first modern preschool (kindergarten) was established in Dire Dawa, a town in the eastern part of the country. This kindergarten was created for the children of French consultants who were 4 helping build Ethiopia’s first railroad. Development of such programs was very slow compared to kindergarten expansion in other nations during the same period of time. From 1908 to 1974, for example, only 77 kindergartens were established in Ethiopia. Moreover, these programs provided education for only 7,573 out of the 3.5 million children aged 4–6. In addition, these kindergartens were limited to urban areas of the country and operated by missionaries, private organizations, and the Ministry of Social Affairs and Development. The federal government at that time paid little attention to early education since it was felt that scarce resources should be directed toward creating literate adults to run the emerging modern state Following the socialist revolution of 1974, preprimary education was greatly expanded. As the result of the increased involvement of women in economic activities, the need for facilities to care for children became increasingly evident. This need resulted in the establishment of day care centers for early care and education. To meet the demand for teachers at this level, a Preschool Teacher Training Center was opened in the capital city, Addis Ababa, in 1986. Additionally, at the Ministry of Education, specialized departments that were responsible for the early childhood education were introduced. These included departments of curriculum development, supervision, and teacher education. Also contributing to expansion of early childhood education during the socialist period was the launching of the National Literacy Campaign supported by UNESCO in the late 1970s. While supporting literacy in the cities, this campaign also expanded education to the rural parts of the country, where the majority of the population live. Likewise, the formation of Farmers’ Co- operatives during this era also contributed to early education, since schools were needed to take care of children while parents were working in the fields Early Education in Ethiopia Today In 1994, Ethiopia formulated its new Education and training Policy. This policy addresses educational goals of the nation from kindergarten through the secondary level for the wide variety of educational program types. Through this policy the education of primary grade children (i.e., children in grades 1–8) has been given considerably more government attention than the education of preschool children. 5 Preschool Education Since current resources are insufficient for providing even basic primary education to Ethiopian children, the Ministry of Education (MOE, 2002) currently deemphasizes preprimary education. Nevertheless, recognizing the importance of quality education at this level, the Ministry is currently strongly encouraging the involvement of private institutions and individuals to invest in education at this level. Thus, through nongovernmental organizations, missions, private individuals, religious institutions, and other organizations, a number of preschools are beginning to reemerge in urban areas. Only a very small number of parents, however, can afford tuition for their children to attend such programs. Concomitant with the lack of access to preschool as the result of programs is a lack of qualified teachers in these programs. A recent educational directive (MOE, 2002) requires that those who teach in the few available preschool programs must now be high school graduates who have taken an additional 3 months of specialized training from a preschool teacher-training institute. Sites for obtaining such training (and funds to attend), however, are scarce. Legislation Basis for Integration Early Childhood Program Early care and education policies and programs involve the provision of inclusive (a) child care before and after school while their parents are employed or receiving further education; (b) other child development focused and early educational experiences; and (c) child development, child care, and early education information made available to the parents of the children. There are public laws affecting inclusive early childhood care and education. Year Laws 1968 Handicapped children early education assistance act, established model demonstration project to develop programs to serve young children with disabilities. it was renamed the early education program for children with disabilities in 1990 1973 Rehabilitation act of 1973, mandated equal opportunities in setting that receive federal funds. 1975 Education for all handicapped children act of 1975, mandated a free appropriate public education in least restrictive environment for children and youth with disabilities. 1983 Education of the handicapped act amendment of 1983, supported the development of 6  model demonstration program to preschool special education, early intervention, and transition. 1986 Education of the handicapped act amendments of 1986, mandating service for children 3 to5 years it also established parts changed to entitlement program for infants and toddlers 1990 Americans with disability act of 1990, extended civil right protection to people with disabilities in all settings 1990 Individuals with disabilities education act of 1990, renamed the EHA and made language changes by replacing the term handicapped with disabilities and used “people first language’. 1991 Individuals with disabilities education act amendment of 1991 important change is that “to the maximum extent appropriate.” children are to be in natural environments, including the home, and community settings in which children without disabilities participate. 1997 Individuals with disabilities education act amendments of 1997 included used of the developmental delay eligibility category as the discretion of states, for children through age 9, funding formulas were changes to include population and poverty data. Infants and toddlers allowed young children who are not eligible for services to be nominated aver time. Mediation process were established, discipline procedures were clarified, and there were changes in the IEP, assessment procedures and an emphasis that children with disabilities should be part of the regular curriculum and assessment procedures. 2001 No child left behind act of 2001increased accountability provided choices for parents, gave greater flexibility to states that schools, emphasized reading and math. It designed to close the achievement gap. 2004 Individuals with disabilities education improvement act amendment of 2004eliminated bench marks or objectives in IEPs and tied annual goals to states standards. Teachers had to be highly qualified. It emphasized universal design, literacy and language skills, and intervention in natural environments for infants and toddlers. It added requirements related to early intervening services, disproportion and response to intervention. 7 2008 Americans with disabilities act amendments act of 2008 continued and expanded civil rights protection to children and adults with disabilities. The CRPD and EFA initiatives promote inclusive education for all children, including those with disabilities and call for the provision of assistance to ensure full and meaningful learning and participation. What are the rights of children with disabilities? The CRC applies to all children in the world, including children with disabilities. It spells out the basic human rights that children everywhere have: the right to survival; to develop to the fullest; to protection from harmful influences, abuse and exploitation; and to participate fully in family, cultural and social life. It also recognizes the importance of family assistance and support. Two articles make specific reference to children with disabilities: Article 2 outlines the principle of non-discrimination and includes disability as grounds for protection from discrimination; Article 23 highlights the special efforts States Parties must make to realize these rights. In General Comment 9, the Committee on the Rights of the Child which oversees the implementation of the CRC has provided guidance to States Parties in their efforts to implement the rights of children with disabilities, covering all the provisions of the Convention. In addition, General Comment 7 and General Comment 9 of the CRC specifically highlight that children with disabilities: are entitled to active participation in all aspects of family and community life; require equal opportunities in order to fulfill their rights; and should be treated with dignity at all times. Furthermore, they state that children with disabilities “are best cared for and nurtured within their own family environment” and they “should never be institutionalized solely on the grounds of disability”. States Parties must protect children with disabilities from discrimination and provide access to a range of services and supports which are specifically designed to help them achieve their full potential. Similarly, the more recent CRPD includes an article dedicated to addressing the rights of children with disabilities. Article 7 outlines States Parties obligations to take measures to ensure that children with disabilities are able to enjoy the same human rights and fundamental freedoms as other children, to consider their best interests, and to ensure that they are able to express their view. Article 23 of the CRPD establishes the right to family life and Article 24 promotes the 8 right to education. The CRC and the CRPD are mutually reinforcing and together provide a framework for a growing synergy between key human rights instruments. Furthermore, all initiatives intended to improve the lives of children, such as the Millennium Development Goals (MDGs) apply equally and in full force to children with disabilities. Specific efforts must be made to reach and include these children if international commitments are to be achieved. Guiding Principles of the Ethiopian Early Childhood Care and Education Policy Framework As stated in MoE (2010) Ethiopian guiding principles of the early childhood care and education policy framework are upholding and reinforcing beneficial Ethiopian cultural values including involvement of families and parents, and community participation and ensuring the holistic needs of young children is met. Equitable access to quality early childhood care and education for all in inclusive approach addressing vulnerable and marginalized children, particularly children with special needs is another principle. To do this inter-sectoral and integrated coordination among relevant ministries and organizations working on child care, rights, health, education and development in community-based approach is needed. Cost-effectiveness, and feasible read map, with concrete action programs that is ensure that every child has, in the near future, access to early childhood care, education and development before he or she joints formal schooling since ECE serving is the needs of all groups of children from prenatal to seven years. The family is the first responsible body for supporting the holistic development of their children and hence they need to be empowered and supported to ensure they are effective in their role (MoE, 2010). The Oromia Education Bureau has also set minimum standards in line with strategic operational plan and national policy framework. According to Oromia Education Bureau (OEB) (2005) preschool education program must meet in order to achieve the intended goals and profiles set in the policy. Requisites to Promote Developmental Growth of Children with Special Needs Children with special needs require access to rehabilitation services such as counseling, physiotherapy, sign language within the health posts and in other facilities; equipment and materials that are adapted to the needs of special needs children; indoor and outdoor facilities that suit the special needs child; ECE facilities that are friendly to the special needs child; curriculum that suits the needs of the special needs child. 9  Early intervention Early childhood intervention (ECI) should be an integral part of existing health, education and social system actions for all children. The provision of intervention programmes as early as possible can result in positive outcomes for children with disabilities and their families and can address the multiple factors of exclusion. There is growing evidence that children who receive ECI and other services show gains in a wide range of skills, greatly enhancing their abilities to flourish when they begin formal education and thus justifying the greater costs that such targeted interventions might entail. In addition to enhancing children’s developmental competencies and minimizing secondary complications, ECI programmes can help to build effective support networks for parents, promoting confidence and competence. ECI programmes that coordinate services across different sectors, such as health, education, and social protection/support, are sustainable over time, and support children and families as they move from early childhood into successful primary school experiences are particularly desirable. Concern about Inclusion Inclusion means that a child with special needs is a full-time member of a regular classroom, a more natural environment, with children who do, as well as those who do not, have special needs. Inclusion is about belonging, having worth, and having choices; an inclusive classroom is about “accepting and valuing human diversity and providing support so that all children and families can participate in the program of their choice.” Teachers are a key factor in the successful integration of children with exceptionalities. Their attitude is critical; they must be committed to teaching all children with equal caring and concern, regardless of their intelligence or skill levels. To enhance inclusion, Allen and Cowdery (2009) suggest that teachers:  Promote healthy social relationships between children who have special needs and those who do not so that they participate in a wide variety of activities together.  Recognize that every child with special needs has strengths as well as deficits and build on those strengths through a rich learning environment that fosters appropriate behavior. 10   Receive training and guidance in the critical task of working with children who have special needs and are developmentally challenged and with other professionals who work within the inclusion process.  Work with families to plan and implement the child’s individualized program.  See that children with special needs are actively involved and accepted in the total program with individualized activities that meet each child’s needs and abilities.  Help children with special needs to take advantage of, to the fullest extent of their capabilities, all the activities the school has to offer by including materials and activities that support the growth of the lowest-functioning children and challenges those who are high-functioning.  Use play as a medium for learning, but recognize that some children with special needs have to be taught play skill. Service Delivery System Service delivery systems, individually or together provide for the care and education of children with disabilities. Service delivery systems can be distinguished by their location, level of inclusion focus (child or family) and whether the system is formal and informal. Children increasingly are being served by combination of service delivery system. Depending on the child specific disability, medical condition, family needs, location of the community (especially rural versus urban) and availability of services and funding, a wide range of service delivery system is possible. Theoretical differences influence the goals and supports that the delivery system provide for children and their family. Empowering families to make choices in the best interest of both their families and the child has affected delivery system and thoughts and actions of professionals in the field of early childhood. Although service delivery system varies, these systems move from the most and the least restrictive. Hospital based care and intervention Most hospitals are designed for high-volume, short-term acute care. Their top priority to preserve life. The focus is primarily on medical rather than social needs. When an infant is born prematurely or critically ill, he is placed in “a neonatal intensive care unit (NICU)” staffed by 11 neonatologists and neonatal nurses. Infants may remain in NICU for only a day or two for observation, or up to a year or more for some of the most fragile infants. When infants are medically stable, they move to the intermediate unit. Early interventions usually begins when the child exits intensive care, some infants who remain the NICU for extended time receive early intervention service there. Some children have medical condition that requires hospitalization (uncontrolled seizures, technology dependency, leukemia …). The length of the child stays the seriousness of the illness will determine to a greater extent how much contact a child will have with early interventionists/educators. Larger hospitals have child life staff and educators that provide stimulation and intervention to young children while they are in the hospital and work with children to prepare them for medical procedure. Home based early intervention Home based service delivery system usually uses a consultation model that involves an early interventionist (pediatric nurse, child development specialists, and/early childhood special educator) visiting the family in their home on a regular scheduled basis. This type of service delivery is frequently used for infants and medical vulnerable young children. The consultant’s responsibilities for the family and child include sharing information with the family about available resources and services, answering parents’ question about the child’s disability, and modeling and demonstrating activities ad techniques’ for working with the child. The consultant may serve a link between the medical and educational communities. Success for this kind of system depends on families understanding and following through on the intervention. Most consultants work a day time schedule; frequently, the mother, if not working, is the only one at home and then has the responsibility of caring out the prescribed early intervention as well as interpretation for others what the consultant said. Increasingly, both parents are in the work force, and this type of delivery system may only work for a short period. Unless home based program is flexible enough to schedule evening and weekend appointment it would only be available for families who have parent or guardian at home during the day. 12 Center-based early intervention Center-based early intervention service delivery systems may be situated in hospitals, school, early care and education settings, and public and private agencies. A center-based program often has a team of specialists. some programs are designed for specific disability such as hearing impairment, whereas others serve children with a variety of disabilities. This program usually has specialized materials and equipment. Many of these programs are half- day, so they may represent only part of the service delivery system of the child needs full time care. The staff of early intervention centers s usually well trained in early childhood special education, and therapists not only make active contributions to the child’s educational program but may provide needed therapy in the setting as well. The staff also does assessments. Families often feel more comfortable leaving young children in the setting with specialists. For a variety of reasons including both philosophical and monitorial, these center-based services are likely to be segregated programs. Early care and education Early care and education for children with disabilities is used in one of two ways by service delivery system childcare before and /or after early intervention or as a primary site for the delivery of early intervention services. 13  Unit 2 Curriculum Planning Introduction Early Childhood Curriculum - An organized approach incorporating specific theory into a design for interactions with children and families, teacher planning, assessment and classroom experiences. Teachers use curriculum to intentionally plan ways for children to construct knowledge in order to make sense of their experiences. Appropriate curriculum content focuses on all four developmental domains: cognitive (language and literacy, mathematical, and scientific thinking); physical; socioemotional; and creative aesthetic expression. A meaningful curriculum is integrated so that learning experiences encompass many content areas. It must be based on children’s interests and presented in a context that stimulates children to invest in their work. Learning takes time. Children need to interact with the curriculum – to explore it, utilize it, question it and evaluate it in their own way of learning. Children’s engagement ensures purposeful and sustained learning. Curriculum also must provide opportunities for children to see and explore who they are within the context of their family life and culture. Family involvement must be promoted and encouraged, with respect and appreciation for the value of the home culture. This enhances children’s self-esteem. Essential Curriculum Planning Components 1. Performance standards or objectives for children 2. Ongoing assessment of children’s skills, development and abilities 3. Content in language and literacy, mathematical concepts, and scientific inquiry 4. Processes and experiences in a learning context that capture the energy of the children’s curiosity 5. Teacher interaction that balances teacher directed and child-initiated behaviors and strategies 6. Organization of the environment, schedule and materials 14 There are four aspects of curriculum when it is created to be challenging and achievable:  Content worth knowing;  Specific indicators for children’s performance;  Attention to developmental characteristics; and  Meaningful experiences built on children’s natural curiosity In addition, ongoing daily interactions are where teachers observe and assess children’s thinking and progress help teachers set learning goals and plan instruction. Observation, reflection and assessment provide information for adjusting the teaching environment to individual as well as group needs. When assessment focuses on performance standards the teacher can provide a scaffold within each learning experience appropriate to the child’s emerging abilities. There are three principles of learning that are directly applicable to teaching: o Children develop ideas and concepts early on. Therefore, teaching strategies must foster connections between new learning and existing ideas. o The learning environment must foster both skills and conceptual understanding to make knowledge usable. Therefore, planning must take performance standards into account, providing both content knowledge and experiences that use the information gained in meaningful ways. o Children need guidance to learn how to monitor their thinking, to be able to understand what it means to learn and how to do it. Planning must include strategies that promote the development of thinking skills, attitudes and dispositions. Developmentally Appropriate Curriculum Curriculum is an organized framework that delineates the content that children are to learn, the process through which children achieve the identified curricular goals, what teachers do to help children achieve these goals, and the context in which teaching and learning occur.  The content is what is being taught. The subject matter reflects the interests, needs, and experiences of the children, as well as what children should learn.  The process is how and when learning takes place, the choice of activities and how they integrate with one another, and the time frame within the daily schedule or yearly 15  calendar. The process enhances children’s learning through a hands-on, exploratory approach with a variety of open-ended materials. Play is the medium for the process.  The teacher is the person who creates the curriculum, planning and providing for activities and materials in relation to the age range of the group and observing and evaluating children’s growth. Teachers are grounded in child development theory, have an understanding of how children learn, and are aware of the need to individualize to meet children’s special needs.  The context is why certain projects and activities are chosen, based on the program’s philosophy and goals, the cultural backgrounds of the children, and their family and community values and influences. Culturally appropriate curriculum is also developmentally appropriate curriculum. The challenge is to develop a curriculum that reflects the plurality of contemporary all society in general and the individual classroom, in particular, and present it in sensitive, relevant ways. Creating a truly multicultural classroom calls into question the familiar ways of doing things and provides new insights and ways of thinking about culture. Inclusive Curriculum Inclusive curriculum reflects an awareness of and sensitivity to diversity in all areas of a child’s life: cultural, social, language, religion, gender, and capabilities. Effective curriculum consists of any number of factors. Four important features are curriculum that is: i. Integrated; ii. Emergent; iii. Based on multiples intelligences; and iv. Bears in mind differences in learning styles. With these in mind, the curriculum becomes more flexible and suited to all children in the class. Integrated Curriculum As young children learn, the social, emotional, cognitive, creative, and physical areas of development work together to help children find meaning in and mastery of their world. It is useful to think of integrated curriculum in the same way. Integrated curriculum coordinates many 16 subject areas, such as math, science, reading, writing, and social studies, and utilizes a holistic approach to learning. It is curriculum that depends upon the individual differences in children, blending hands-on learning with the acquisition of skills. An integrated curriculum makes it possible for teachers to include skill development activities in context, not in isolation, weaving across many subject areas throughout the day. Integrated curriculum means that subject matter is not taught as separate and unique topics, such as math, science, art, and language. Instead, they are all planned components of the total curriculum. The subject areas cut across the learning activity and reinforce concepts in meaningful ways as children engage in their work and play. The concept has been used in curriculum development for many years. Experiencing a concept in a variety of contexts is a natural rather than a contrived way for children to learn. Unit blocks, a staple in most early childhood programs, are a good example of how much learning potential is available in one activity. While playing with blocks, children learn about many concepts:  Science: weight, gravity, balance, stability, height, inclines, ramps, interaction of forces  Mathematics: classification, order, number, fractions, depth, width, height, length, fractions, size relationships, volume, area, measurement, shape, size, space, mapping  Social Studies: symbolic representation, mapping, grids, patterns, people and their work  Art: patterns, symmetry, balance, design, texture, creativity, drawing  Language: making comparisons, recognition of shapes and sizes, labeling, giving directions, communicating ideas and needs, writing and drawing plans, using books as resources. They also experience growth in:  Physical Development: eye-hand coordination, clean up, hand manipulation, fi ne motor, visual perception  Social Development: cooperation, sharing, clean up, conflict resolution, negotiation, respect for the work of others  Cognitive: planning, naming, differentiation of sizes, shapes, inductive thinking, discovery. 17 It is easy to see why one teacher has called block play “the perfect curriculum: It has everything children need to learn!” Emergent Curriculum Emergent curriculum is just what it says: curriculum that emerges comes from or slowly evolves out of the child’s experiences and interests. The emphasis is on children’s interests, their involvement in their learning, and their ability to make constructive choices. Teachers set up materials and equipment in the room and the yard, sometimes planning a few activities each day that will capture children’s attention. For the most part, teachers then watch and evaluate what children do and support and extend what use children make of their experiences. The curriculum begins with the children rather than with the teacher, who observes what children do, how they play, and what captures their interest and imagination. The point is to deepen and extend children’s learning as they discover meaning and understanding in their play. Multiple Intelligences According to Gardner’s theory of multiple intelligences (MI), children are capable of at least eight distinct categories of intelligence. That is, they have many different ways of knowing or of being “smart.” The potential for developing the various intelligences is based on the child’s experience, culture, and motivation. The eight MI categories with examples are: 1. Linguistic Intelligence: Sensitivity to the sounds, structure, meanings, and functions of words and language. Example: Children who enjoy word games, understand jokes, puns, and riddles, and enjoy the sounds and rhythms of language. They have a good vocabulary, spell easily, memorize readily, and are good storytellers. 2. Logical-Mathematical: Sensitivity to and capacity to discern logical or numerical patterns; ability to handle long chains of reasoning. Example: Children who notice and use numbers, patterns, and shapes and explore the relationships in them; they have a systematic approach to problem solving and organize their thoughts well. They think conceptually and are able to move easily from the concrete to the abstract. They like puzzles and computer games. 18 3. Spatial: Capacity to perceive the visual-spatial world accurately and to perform transformations on one’s initial perceptions. Example: Children, who like to draw, build, design, and create things. They enjoy patterns and geometry in math as well as maps and charts. They think in three dimensional terms and enjoy color as well as design. They love videos and photos. 4. Bodily-Kinesthetic. Ability to control one’s body movements and to handle objects skillfully. Example: Children who are agile, coordinated, have good body control and who take in information through bodily sensations. They are hands-on learners with good motor skills. They like to touch things, run, and use body language. 5. Musical: Ability to produce and appreciate rhythm, pitch, and timbre; appreciation of the forms of musical expressiveness. Example: Children, who like to sing, dance, hum, play instruments, and move their bodies when music is playing. They remember melodies, are able to keep and imitate a beat, make up their own songs, and notice background and environmental sounds. They enjoy listening and differentiating patterns in sounds and are sensitive to melody and tone. 6. Interpersonal: Capacity to discern and respond to the moods, temperaments, motivations, and desires of other people. Example: Children who have a lot of friends, who like to talk, who prefer group problem solving, and can mediate conflicts; who like to hear someone else’s point of view; who volunteer to help when others need it. 7. Intrapersonal: Access to one’s own feelings and the ability to discriminate among one’s emotions; knowledge of one’s own strengths and weaknesses. Example: Children who pursue personal interests and set goals; who identify and label feelings; are insightful, sensitive, reflective, intuitive; who may daydream and are comfortable being alone. They know their own strengths and weaknesses. 8. Naturalist: Expertise in distinguishing among members of a species; recognizing the existence of other neighboring species; and charting out the relations, formally or informally, among several species. 19 Example: Children who enjoy all the features of the outdoor world. They recognize and classify plants, animals, rocks, clouds, and other natural formations; they garden and like to have animals at home and school to care for. They enjoy zoos, aquariums, and places where the natural world is on display and can be studied. Learning styles Sensory Styles: Three basic sensory styles were mentioned here with examples. These are the preferred mode of each child but not the only method by which the child can integrate knowledge. 1. The Visual Learner. These are children who prefer pictures to words; photos, charts, and graphs provide the necessary clues; they like to represent their learning by reading, writing, and drawing; the finished product is important. 2. The Auditory Learner. These are children who listen to others to learn and speak and discuss what they are learning. They are good at following directions in the appropriate sequence from one task to another. 3. The Tactile-Kinesthetic Learner. These children are active, full-body learners; they need hands-on activity and learn by doing, not listening or sitting still. These modalities are the favored ways children learn through the use of their five senses. It seems clear that an integrated, emergent curriculum would be easily adaptable to all three learning modes. In fact, most early childhood experiences are heavily weighted toward the development of the five senses that provide many opportunities for children to learn through their preferred style. Field Dependent/Independent Learning Style One of the most useful aspects of this model of learning styles is that it seems to be found in all cultures throughout the world. The two facets of this model, with examples are: Field Dependent Learning Style (FD). These children are able to grasp broad distinctions among concepts, and they see relationships through a social context, working with others to achieve a common goal. They learn best through material that is related to their own experiences. FD learners are more person-oriented in their play and engage in social interactions sometimes for the sake of the interaction itself. They often use social conflict to make a social contact. They 20 learn concepts through watching others, and their learning is reinforced by rewards such as verbal praise, helping the teacher, and showing the task to others. They depend on authority, seek guidance and demonstration from teachers, and need to have the performance objectives of the curriculum carefully explained. Field Independent Learning Style (FI). These children look at things analytically, imposing their own structure to the task, and learn things for their own sake. They prefer self-defined goals and reinforcements and are motivated through competition, their own values, and are more assertive than FD learners. FI learners prefer to work independently, and rarely seek physical contact with teachers; they are more idea-oriented than people-oriented. They like to try out new tasks without help. These children like the details of concepts because they find meaning in the various parts. They focus on the materials and their uses; social interactions are not as important to them. How Play Contributes to Development Play is vital in cognitive development. Children who play freely with designated materials exhibit more thinking skills and problem-solving abilities than those not given opportunities to play. They are also more goal-directed and persistent. Children who have opportunities to “re- create stories among themselves” during play have greater abilities to understand and retell stories. Play also fosters creativity and imaginative thinking. As children mature, their thinking and actions grow in flexibility. Materials and objects are used in many ways. The symbolic play of children lays the foundation for their understanding of the written symbols of language and mathematics. Play lays a foundation for reading success. In play, children use visual perception, eye-hand coordination and symbolic representation. Play develops the power to analyze, make judgments, synthesize, formulate and see causal relationships. Play also has an important role in learning physical and perceptual skills. Additionally, through play, children gain confidence and learn to trust others. They learn to give, receive, share, express ideas and feelings, make choices, express friendship, see the perspectives of others, and include others. Through dramatic play, children plan cooperatively with others, use language to shape their interactions, solve problems and identify with a variety of societal roles. Children who play are more flexible and versatile. Teachers and parents who provide 21 plenty of opportunity for children to play are cultivating adults who are more likely to respect themselves and make positive contributions to the lives of others. 22  Unit 3 Assessment in Early Childhood Education Introduction Assessment is a process of gathering evidence about children, their development and personal learning styles. Each day early childhood educators make decisions about what to teach, how to modify lesson plans, and how best to build on children’s strengths and respond to their needs as they arise in the classroom. Quality assessment provides important information on which to base such decisions, including information that assists with planning instruction for individuals and groups, and preparation of a stimulating and effective learning environment. Quality assessment supports effective growth for individual children, communication with parents, and identification of children who may need special services. Information about assessment and how it can be helpful is essential for early childhood educators. This assessment is for purposes of gathering information to inform teachers’ practices; not to screen for suspected disabilities or to determine eligibility for special education and subsequent IEP development. Preschool Assessment Framework (PAF) is a curriculum-embedded tool for assessing 3 and 4 years old children in their preschool classrooms. The PAF enables program staff members and families to monitor knowledge and skills specifically related to the content standards in the Preschool Curriculum Framework. The PAF helps teachers use ongoing assessment to plan and implement appropriate curriculum that addresses specific learning outcomes. The PAF provides an explicit method for integrating assessment and curriculum by providing objectives for curricular activities and a focus for observing children during these activities. Principles of Assessment for Young Children The principles of assessment in early childhood education are derived from an understanding of early learning and development. Young children behave in ways unlike adults or older children, and these differences must be considered when assessing in the early childhood classroom. Several principles will guide early childhood educators in considering and implementing assessment practices. 23 Assessment is to benefit the Child In an effort to understand children and their developmental levels we examine what they know and can do. With that information we can measure progress, adapt curriculum, plan strategies and celebrate growth. Assessment aids in curriculum planning and in individualizing program objectives and goals. Possible tools include systematic observation of children, collecting and analyzing representative work, tracking skills over time, and recognizing when children demonstrate understanding while participating in classroom activities. Due to the variations in age and development of preschool children, whole-group administration of assessment instruments is unreliable and seldom used. Similarly, because rapid growth spurts are common in young children, preschool teachers should regularly engage in both formal and informal assessment strategies appropriate to each child’s age and program setting. Assessment is intentional The purposes for assessment must be clear in order to select the best tool. Clear goals help to ensure that assessment is authentic and valuable. Possible purposes include communication with parents, individualization of goals, curriculum reorganization and support, determination of whether intervention or special services are necessary, and articulation of program goals and practices for specific audiences. Assessment Embraces all domains of development To gain information on the whole child, educators must consider a tool that assesses all aspects of development: physical, social, emotional and cognitive. Such tools may help to uncover and document information on how children think and learn, as well as their dispositions toward learning. Assessment is carried out with as little disruption as possible Most young children do not have the ability to understand rules of formal testing. Therefore, they should have an opportunity to share their ideas and talents in a natural and comfortable setting. The teacher observes within a child’s usual context, gathering information in varied situations in order to discover patterns and understand each child’s behaviors and processes of learning. Assessment is conducted by familiar adults Children who are evaluated by an unfamiliar adult are likely to be tense and anxious, and often are not able to respond in ways that accurately demonstrate their strengths and skills. It is 24 important that the teachers with whom the child is most familiar carry out the assessment or screening. Teachers need training on the specific tools they will be expected to use, as well as ongoing information related to assessment in general. Teachers also need to be provided with the time to reflect and interpret information collected alone and with colleagues. Assessment is conducted regularly and periodically Learning and development occur rapidly in young children. Interval assessments used only yearly are unlikely to accurately represent a child’s growth patterns. Furthermore, an assessment limited to a onetime observation may not accurately reflect the child’s abilities because a child’s performance at a particular time depends on a variety of factors, including how he or she feels at that moment. The goal in assessment is to use a variety of settings and times so that findings are representative of progress over time. The resulting evidence of growth provides “moments in time” which children, parents and teachers should celebrate. Assessment is mindful of the age of the child In an effort to simplify assessment and create a “one-size fits- all” approach, instruments developed for assessing older children often are used inappropriately in early childhood settings. Early childhood teachers, instead, should use observations and systematic documentation of children’s activities, and avoid complicated “paper-and-pencil” tests requiring specific answers. Young children need to be active. They must be allowed to represent their knowledge with concrete materials in a suitable atmosphere and setting in order for the results to be useful. Assessment is respectful of diversity of culture, family, language and style of learning It is essential that teachers consider all aspects of a child’s individual development and environment in an integrated manner, for growth in all areas is interrelated. Different approaches to child rearing and the use of different languages affect children’s reactions and performance. Teachers convey attitudes toward the cultural groups represented in each classroom. By appreciating the diversity of families, values, approaches to parenting, and attitudes around school and learning children need to be shown that they are accepted and valued for who they are. 25 Gathering information from families is essential to creating a full description of each child as a learner. This also provides insight into whether aspects of a child’s behavior or pattern of development can be explained by language or cultural differences. For children who speak another language at home, it is especially important to determine which language to use in assessment in order to ensure that the process is tailored to the child’s strengths and abilities. Assessment is adapted to meet all children’s needs Children with special needs or disabilities usually follow the same developmental stages as typically developing children. Depending on the nature of a disability, some children may require special modifications for assessment to accurately determine their knowledge, skills, growth and behavior patterns. These accommodations may include rephrasing directions; using concrete visual examples, large print and pictures; using sign language or an interpreter; providing more time to complete tasks; and, above all, maintaining an accepting and calm atmosphere. Early Childhood Inclusion Today an ever-increasing number of infants and young children with and without disabilities play, develop, and learn together in a variety of places; homes, early childhood programs, neighborhoods, and other community-based settings. The notion that young children with disabilities and their families are full members of the promoting opportunities for development and learning, and a sense of belonging against previous educational practices of separating and isolating children with disabilities. Over time, in combination with certain regulations and protections under the law, these values and societal views regarding children birth to 8 with disabilities and their families have come to be known as early childhood inclusion. However, because inclusion takes many different forms and implementation is influenced by a wide variety of factors, questions persist about the precise meaning of inclusion and its implications for policy, practice, and potential outcomes for children and families. Definition of Early Childhood Inclusion Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The 26 desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports. What is meant by Access, Participation, and Supports? Access: Providing access to a wide range of learning opportunities, activities, settings, and environments is a defining feature of high-quality early childhood inclusion. Inclusion can take many different forms and can occur in various organizational and community contexts, such as homes, child care, faith-based programs, recreational programs, preschool, public and private pre-kindergarten through early elementary education, and blended early childhood education/early childhood special education programs. In many cases, simple modifications can facilitate access for individual children. Universal design is a concept that can be used to support access to environments in many different types of settings through the removal of physical and structural barriers. Different declarations ensure that every young child has access to learning environments, to typical home or educational routines and activities, and to the general education curriculum. Technology can enable children with a range of functional abilities to participate in activities and experiences in inclusive settings. Participation: Even if environments and programs are designed to facilitate access, some children will need additional individualized accommodations and supports to participate fully in play and learning activities with peers and adults. Adults promote belonging, participation, and engagement of children with and without disabilities in inclusive settings in a variety of intentional ways. Depending on the individual needs and priorities of young children and families, implementing inclusion involves a range of approaches—from embedded, routines-based teaching to more explicit interventions—to scaffold learning and participation for all children. Social-emotional development and behaviors that facilitate participation are critical goals of high-quality early childhood inclusion, along with learning and development in all other domains. 27 Supports: In addition to provisions addressing access and participation, an infrastructure of systems-level supports must be in place to undergird the efforts of individuals and organizations providing inclusive services to children and families. For example, family members, practitioners, specialists, and administrators should have access to ongoing professional development and support to acquire the knowledge, skills, and dispositions required to implement effective inclusive practices. Because collaboration among key stakeholders (e.g., families, practitioners, specialists, and administrators) is a cornerstone for implementing high quality early childhood inclusion, resources and program policies are needed to promote multiple opportunities for communication and collaboration among these groups. Specialized services and therapies must be implemented in a coordinated fashion and integrated with general early care and education services. Blended early childhood education/early childhood special education programs offer one example of how this might be achieved. Funding policies should promote the pooling of resources and the use of incentives to increase access to high quality inclusive opportunities. Quality frameworks (e.g., program quality standards, early learning standards and guidelines, and professional competencies and standards) should reflect and guide inclusive practices to ensure that all early childhood practitioners and programs are prepared to address the needs and priorities of infants and young children with disabilities and their families. Inclusive pre-school and early primary schooling offer children with disabilities a vital space in which to ensure optimal development by providing opportunities for child focused learning, play, participation, peer interaction and the development of friendships. Children with disabilities are often denied early years of primary schooling, and when enrolled—due to a lack of inclusive approaches and rigid systems—they often fail, need to repeat and/or are encouraged to dropout during this critical developmental period. Children who experience disability early in life can be disproportionately exposed to risk factors such as poverty; stigma and discrimination; poor caregiver interaction; institutionalization; violence, abuse and neglect; and limited access to programmes and services, all of which can have a significant effect on their survival and development 28  Inclusive social services and child protection Parents/caregivers of children with disabilities, particularly mothers, need to have an adequate degree of economic security, access to resources and to basic services including health, nutrition and education, and protection from violence in order to be able to act on behalf of themselves and their children. Children with disabilities and their family members require access to social services such as: child protection systems; support and assistance services; and social welfare services and benefits. Inclusive social protection recognizes how the social dimensions of exclusion, including disability, can be barriers to security and essential social services. In this sense, social protection programmes may support families of children with disabilities allowing them to overcome financial and social barriers to access basic and essential services. Such programs include: the utilization of existing social transfers such as conditional cash transfers; anti- discriminatory legislation; and policy reform. It is important that conditional cash transfers do not exclude children with disabilities due to conditions that families cannot fulfill. Guaranteeing the systematic support and protection for children with disabilities and their families requires on-going coordination between health, education, child protection, ECD and other social services. This should include the incorporation of specific early intervention actions as part of the regular delivery system as opposed to structuring separate or parallel services for children with disabilities. Families are critical to the development and protection of their children and a close child caregiver bond is important for both children with and without disabilities. Inclusion begins in the home environment during the early years and later broadens to school and community settings. Family services should aim to provide families with the knowledge, skills and support to meet and advocate for the needs and rights of their child in all settings. Service providers must work closely with families to design and implement interventions that are culturally appropriate and meet their needs Following early identification and assessment, many parents/caregivers of children with disabilities will require information about their child’s disability and development progress, what steps they can and should take, and the resources available for support and treatment. Recognizing that formal assessment processes are often delayed or not available, the provision of 29 information for parents is critical during the early stages of support and intervention. Information should be furnished in ways that educates parents and other family members and that promotes constructive dialogue within the family and community. Fathers, siblings and other extended family members often play a significant role in caring for and supporting children with disabilities. Overlooking this potential support often places additional burdens on mothers. An approach which encourages father/male involvement and promotes competency building would significantly enhance families’ abilities to care for children with disabilities. Developmentally Appropriate Practice in Early Childhood Programs The Developmentally Appropriate Practice (DAP) approach stressed the need for activity-based learning environments based on what we know about children through years of child development research and what we observe of their interests, abilities, and needs. In other words, there are many right ways to apply DAP principles. Three Core Considerations of DAP The position statement of “Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8” three core considerations on which teachers and caregivers should base their decisions about young children’s growth and development: 1. What is known about child development and learning: Knowledge of age-related characteristics that permit general predictions about what experiences are likely to best promote children’s learning and development. This is the core around which the idea of developmentally appropriate is built. 2. What is known about each child as an individual: What practitioners learn about each child that has implications for how best to adapt and be responsive to individual variations. 3. What is known about the social and cultural contexts in which children live: The values, expectations, and behavioral and linguistic conventions that shape children’s lives at home and in their communities that practitioners must strive to understand in order to ensure that 30 learning experiences in the program or school are meaningful, relevant, and respectful for each child and family. Guidelines for DAP DAP provides the context for learning environments in which children’s abilities are matched to the developmental tasks they need to learn. Programs are designed for young children based on what is known about young children. To that mix, we add what we know about the individual children and their families. This collective knowledge is applied to each decision that is made about the program. Five key areas of practice that guide the decision-making process, with references to locations in this text that address these key areas: 1. Creating a Caring Community of Learners., from the earliest beginnings, teachers have been encouraged to blend education and care and to create child-centered environments. 2. Teaching to Enhance Development and Learning. 3. Planning Curriculum to Achieve Important Goals. 4. Assessing Children’s Development and Learning. 5. Establishing Reciprocal Relationships with Families. Resources and Practice for Inclusive Early Childhood Education Pre-school services will be delivered through community-based pre-schools, privately run pre- schools, pre-schools attached to primary schools and faith- based pre-schools. The pre-school centre, whether a community hall, classroom, home or school, should be licensed as a pre- school. The centre should be easy to identify and clearly marked as pre-school. The environment should be an attractive, pleasant and physically safe place for children. The setting of the physical space should allow for free movement of both children and adults. Cleanliness, good maintenance and hygiene must be a priority. The location should be free from pollution and away from garbage sites. Basic sanitation facilities need to be available, including one latrine and water for hand washing. The room should be well ventilated, with enough window space to allow a good flow of air. There should be an area for displaying the children’s creative work 31 Classroom Early childhood class room should be arranged into ‘interest centers’ such as the block corner, library, art area, family or socio- dramatic play corner, and sand/water areas. According to the above scholar, the area of the room also should be stocked with a range of manipulable materials used, to promote social interactions, skill/concept development or combination of the two. Children prior age 6 or 7 are believed to take information more accurately when that information is directed to them as individuals; so that making dialogues with them is essential. To constructively enter in to dialogue with individual children or with small groups through, providing descriptive feed-back, reinforcing, coaching, prompting, and giving suggestion, asking questions, and modeling, in rich, well organized, or unhurried classroom settings are needed (Seefeldt,1992). Indoor and outdoor play ground Play is a pivotal part of a child’s life. Outdoor and indoor play fosters opportunities for creativity, imagination, social connections, and learned behaviors. Parsons (2011) said that there are two types of outdoor play scapes: natural and constructed. Natural play scapes offer sensory stimulation and physical diversity which is critical for childhood experiences outdoors. Outdoor play in greened play scapes has a positive effect on children’s social development, motor skill development, attention, and activity level. It also can provide children with experiences in naturalistic landscapes which could impact their morals, values and actions (Parsons, 2011). The garden According to Bruce (2011) there have been developments that have recaptured the garden (rather than arid play grounds full of fixed and expensive brightly colored equipment). Outdoor learning is important and children need to have places and spaces in the open air that challenge and present risks that develop their learning. garden will reflect our values about children; for children the garden is not a place full of things, but a place full of meanings; the garden is a dynamic place, which will keep changing as adults and children see the need, and as the seasons change. According to Ethiopian context, to enhance creativity, there should be availability of visuals rich in color, texture and shape. As mentioned in MoE et al. (2010), outdoor play equipment must be well maintained, clean and developmentally appropriate. It should provide enough opportunity 32 for creativity and development of different skills. They should be arranged and organized manner to allow for accident-free play (MoE et al., 2010). Material provision Children cannot learn without real, direct first- hand experience like forest. Physical environment needs to be wide ranging both in door and out door, with natural and manufactured objects. The environment in which children develop and learn involves the people with whom the child interacts, the objects or material provision they encounter, and the places and events experienced, (Bruce, 2011). As indicated MoE et al. (2010) a variety of stimulating play and learning materials that promotes higher thought processes (puzzles, riddles and guessing games, stories and fairy tales, etc.) locally available materials and local environment should be available. Oromia educational baerous‟ standard of early childhood education also indicated that, play materials like balance, merry-go-round, swinging, slide, crawling funnels, football, skipping ropes and diffirent toys should be available in the preschools (OEB, 2003) In addition, interest table and displays, themes, topics and projects, the development of mastery and skills, places events and culture, people, and the contexts of child learning are the central parts of child learning and development (see Bruce, 2011). In general, the central aim of material provisions is to give children direct experience, allow their initiatives and extend them, support intrinsic motivation broadly and in depth, and facilitate the development of dispositions and attitude that are helpful to learning. Toilets and its uses Cleanliness, good maintenance and hygiene must be a priority (MoE et al., 2010). Children of this age need to be reminded to go to the bathroom. Reminders should be given after awakening in the morning or from naps, before and after meals and before leaving the house. In of bedtime fears of the dark, to sleep as well as to wake up may be occurred; so help is needed Record Keeping Early childhood teachers and caregivers keep a variety of records; the type and kind will vary from school to school. Although report writing and record keeping may be considered time- 33 consuming, they are essential to any good early childhood program. Record keeping is based on a number of factors:  The purpose for which the records will be used: In schools that rely on government funding, record keeping is not optional. The children’s progress, the teacher’s performance, and the program itself must be evaluated on a regular basis to ensure continued funding.  The philosophy of the school. In many settings, but especially in laboratory schools and teacher-training centers, teachers write periodical progress reports on the children to guide them in planning.  As part of a teacher-training process. Documentation is critical for accreditation of early childhood programs. CDA (Child Development Associates) candidates submit a written portfolio of their experiences in the classroom as supportive evidence of their competency as teachers of young children.  As part of an accreditation process. NAEYC’s accreditation procedures require extensive documentation of the school’s operation, ranging from governance and management issues to teacher effectiveness, space usage, parent involvement, school philosophy, and curriculum.  As a commitment to quality and appropriate child development practices. Recording children’s social and emotional growth provides information from which insights and interpretation can develop. It may be just a brief note taken on the run, a thoughtful anecdote written at length after class, or a checklist of the child’s playmates for one day. All of these give teachers a greater understanding of the role they play in children’s development.  As a means of family information and education. Recorded observations, notes, and similar data collected over a six-month period may show that Abraham is not participating in any strenuous physical activity and studiously avoids activities that involve balancing and climbing. Th is information, when shared with parents, could lead to a medical evaluation and diagnosis of possible perceptual problems.  As a means of developing curriculum. Emergent curriculum plans and learning activities sprout from such reports and records. It was not until such data were collected for entry into first grade that the kindergarten teacher realized most of the 34  children in the class were not sufficiently proficient with scissors. A project approach remedied the need and the class learned a necessary skill. Individualized Education Program (IEP) and Individualized Family Service Plan (IFSP) Individualized Education Programs or IEPs: IEPs are plans developed to guide the education of a child with special need between ages 3 and 21 in the early childhood or school setting. The federal Individuals with Disabilities Education Act (IDEA) require that all children with an identified special need have an IEP to help educators meet their unique educational needs. The IEP is a team-based effort that includes the child’s parents, child care providers, school staff, doctors, therapists, and even the child when appropriate. At every step, the family is involved to ensure that the decisions made are best for them and their child. An IEP is a written document that describes the ways that an individual child learns best, the measures and assessments that are most appropriate to document that child's learning, and the supports and special educational services that the child needs in order to learn most successfully. The IEP includes specific learning goals for the child. An IEP must be reviewed and updated regularly to ensure that it continues to be appropriate for the child's learning progress and special needs. Individualized Family Service Plan (IFSP) An Individualized Family Service Plan (IFSP) is a document intended to help families and professionals within a community support the special needs of a child under age 3. The IFSP focuses on providing supports and services to the family of a very young child with special needs in order to help that family enhance their child's growth and development. The IFSP is developed based on in-depth assessments of the child by a variety of professionals. An IFSP is usually broader than an IEP. In addition to learning goals and supports, the IFSP documents the child's current developmental level, describes outcomes for the child and family, and specifies community services for the child and family that will support the development of the whole child. The IFSP includes the needs of the whole family, with the parents as major contributors in its development. IFSP team members may come from a variety of different organizations and may include medical professionals, physical and occupational therapists, speech therapists, child development specialists, child care providers, early intervention specialists, social workers, and others. 35 Creating IEPs and IFSPs The IEP and IFSP can be effective tools to help educators make decisions about the most effective care and education practices for a young child with special needs. Child care providers may be members of a team that creates, reviews, and revises the IEP or IFSP for a child in their child care program. If you are asked to be a team member, here are some of the things you may contribute: Observations of the child's development. IEPs and IFSPs are based on observations of the child with special needs. Child care providers may be able to add valuable information from your day-in, day-out interactions with the child. You may be asked how the child interacts with other children in the program, the types of activities the child likes to do, or the child’s eating or sleeping patterns. Discuss the child's strengths and abilities as well as challenges. Be as honest as you can. Documentation. The IEP or IFSP team may ask to see any documentation you have kept about the child with special needs. Be willing to share any notes you have written, goals you have developed, information you have learned from the family, photographs of the child engaged in learning activities, and samples of the child's artwork, writing, and other materials. These notes and documents can help the team better understand the child's development and create a plan that best meets that child's needs. Information about the early childhood curriculum. Child care providers may be asked to share information about your curriculum goals, activities, and plans, as well as information about the physical layout of your classroom or family child care home. These questions help the team better understand the setting, in order to provide supports to help the child with special needs succeed in that setting. You may also be asked to help identify ways that your curriculum can be modified to support the child with special needs. If you have already tried making modifications and have found ideas that work, share those with the team. Using the IEP or IFSP to guide classroom practice If a child comes into your child care program with an identified special need, ask for a copy of the IEP or IFSP. Child care directors and providers should review the document carefully, and pay attention to the following: 36  Description of Developmental Level and Special Needs. An IEP or IFSP should include some description of the child's current developmental level and special needs. This information can help child care providers better understand the child's special need and can guide decisions about how best to adapt educational practices to include that child.  Goals or Outcomes. For children age 3 and older, an IEP includes educational goals for that child. Child care providers can help the child move toward those goals by building those goals into learning experiences in the child care curriculum. If a child's goal is to throw a ball with two hands, for example, the child care provider might design a small- group activity that involves tossing balls into baskets of different sizes. As the child with special needs participates in this group activity, he can practice throwing while also developing social skills such as turn-taking and cooperation. For a child under age 3, the IFSP will specify goals or outcomes for both the child and the family. Child care providers can support these goals through close communication and cooperation with parents and other family members.  Ways of Assessing the Child's Learning. An IEP may describe the best ways of assessing or documenting the learning of a child with special needs. A child with a hearing disability, for example, may need to have information presented through visual means such as sign language or pictures. Use these guidelines to help you find the best ways to assess the child's learning and development. 37  Unit 4 Resources and Practice for Inclusive Early Childhood Education Introduction In this chapter we present all the elements that are crucial in the holistic approach. Somehow or the other, they need to be included in the design and delivery of ECCE services. This chapter can therefore be seen as the core reference for ECCE in Ethiopia. The four pillars of the ECCE policy framework are the instruments for implementing the crucial elements mentioned in the chapter. The early development of a child greatly affects his/her later childhood and adult life. During the prenatal period and at birth, attention is focused on the mother through maternal and child health programmes, and through parental education. Particular emphasis needs to be placed on health, nutrition and early stimulation during this period. Breastfeeding is critical; every attempt should be made for children to be with their mothers/caregivers as much as possible. Sensory learning, especially auditory and visual, control of physical actions, and attachment to a significant caregiver appear to be the central developments. The child’s coordination, language, ability to think, and social skills advance rapidly. Requisites necessary to promote developmental growth of young children (prenatal - 3+) o Protection from physical danger o Adequate nutrition and health care o Appropriate immunizations o An adult with whom to form an attachment o An adult who can understand and respond to their signals o Things to look at, touch, hear, smell, taste o Opportunities to explore their world o Appropriate language stimulation o Support in acquiring new motor, language and thinking skills o A chance to develop some independence o Help in learning how to control their own behaviour o Opportunities to begin to learn to care for themselves 38  o Daily opportunities to play with a variety of objects. Pre-School Aged Children (4-6+ years) In the preschool years, socialization and preparation for schooling take a greater importance, and the circle of peers and caregivers widens. From age four onwards, early childhood programmes are typically associated with early learning and preschools, but health and nutrition remain key components of what young children need. This is a period of transition to school and the world at large, which parents should be encouraged to facilitate. Depending on the degree of synchronicity between home and school, this transition can be relatively easy or extremely difficult. Requisites to promote developmental growth of pre-school aged children (4-6+ years) In addition to the above-mentioned requisites, pre-school children (4-6+ years) require the following for their development:  Opportunities and support to acquire and develop a wide variety of skills, including fine motor skills, language, social-emotional and thinking skills.  Activities that will further develop a sense of mastery of a variety of skills and concepts.  Encouragement of language development through talking, storytelling, being read to, singing.  Opportunities to learn co-operation, helping others, sharing.  Experimentation with pre-writing and pre-reading skills.  Hands-on manipulation of objects that support learning.  Hands-on exploration for learning through action.  Opportunities for taking responsibility and making choices.  Encouragement to develop self-control and persistence in completing projects.  Support for developing a sense of self-worth.  Opportunities for self-expression.  Encouragement of creativity.  Opportunities to become self-reliant in personal care.  Additional opportunities to develop independence. 39  Children with Special Needs Some children are born with congenital deficiencies like birth defects or inherited disorders (genetic disorders); others are born with physical or intellectual impairments. Children with such disabilities also have rights and responsibilities. Each of them has something to contribute to society. If they are respected and grow up in a nurturing environment, these children will eventually be able to make a positive contribution to society. It is the family’s responsibility to provide opportunities and create a nurturing environment for them. Alternative or institutional care should be provided in extreme situations and only when it is in the best interest of the child. Requisites to promote developmental growth of children with special needs In addition to the requisites mentioned above, children with special needs also require:  Access to rehabilitation services such as counselling, physiotherapy, sign language within the health posts and in other facilities;  Equipment and materials that are adapted to the needs of special needs children;  Indoor and outdoor facilities that suit the special needs child;  ECCE facilities that are friendly to the special needs child;  Curriculum that suits the needs of the special needs child. Guidelines for Pre-Schools (3-6+ years) Minimum standards  The children must not be younger than 3 years and not older than 7 years. Pre-school programmes will target:  All children aged 3 to 6+, regardless of culture, gender, social class or ethnicity and including children with special needs. Environment and Physical Space for Pre-schools  Pre-school services will be delivered through community-based pre-schools, privately run pre-schools, pre-schools attached to primary schools and faith- based pre-schools.  The pre-school centre, whether a community hall, classroom, home or school, should be licensed as a pre-school (See Appendix I for checklist and registration form).  The centre should be easy to identify and clearly marked as pre-school.  The environment should be an attractive, pleasant and physically safe place for children.  The setting of the physical space should allow for free movement of both children and adults. 40   Cleanliness, good maintenance and hygiene must be a priority. The location should be free from pollution and away from garbage sites.  Basic sanitation facilities need to be available, including one latrine and water for hand washing.  The room should be well ventilated, with enough window space to allow a good flow of air.  There should be an area for displaying the children’s creative work. Learning Environment Minimum standards  The pre-school centre has at least the Child-to-Child locally available children’s materials and basic materials like crayons, paper, etc.  There are no more than 40 young children for one teacher and one helper.  A variety of stimulating play and learning materials that promote not only simple but also higher thought processes (as with puzzles, riddle and guessing games, stories and fairy tales, etc.) should be available.  To enhance creativity, there should be a variety of visuals rich in colour, texture and shape on the walls.  The learning environment should be friendly, providing adequate opportunity for interactions among children as well as between children and adults.  Adequate opportunities for exploration and discovery should be made available. Outdoor play equipment Minimum standards o The pre-school has a fenced place where it is safe for children to learn, run and play games together with other children. o The space in the room/building allows for at least one and half square meter for each child. o The pre-school room/building has windows. o Clean drinking water, hand wash water and one latrine are available. o Availability of climbing frames and locally made swings and seesaws. Outdoor play equipment must:  Be well maintained, clean and developmentally appropriate;  Provide ample opportunity for creativity and development of different skills;  Be arranged in an organised manner to allow for accident-free play. Pre-school curriculum Minimum standards 41   The teachers use the curriculum as a guide. The curriculum to be used should be designed to meet the holistic needs of different age groups.  Only the government-approved curriculum should be used in all pre-schools.  The curriculum should be adapted to the local context.  The curriculum will be used as a guide for incorporating developmentally appropriate content, concepts and activities in the pre-school programme. Teachers will therefore need to use their creativity in addition to the curriculum to foster the holistic development of all children.  All aspects of the child should be targeted in the pre-school programme. Emphasis on cognitive development must be avoided.  The curriculum should give children an opportunity to practice skills that will enable them to function effectively in the society.  All teaching and learning activities should be consistent with the approved pre-school curriculum; teachers should n