A Framework for Promoting Access, Increasing Participation, and Providing Support in Early Childhood Classrooms

Autor/inn/en	Coogle, Christan G.; Storie, Sloan; Rahn, Naomi L.
Titel	A Framework for Promoting Access, Increasing Participation, and Providing Support in Early Childhood Classrooms
Quelle	In: Early Childhood Education Journal, 50 (2022) 5, S.867-877 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coogle, Christan G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-021-01200-6
Schlagwörter	Early Childhood Education; Inclusion; Access to Education; Equal Education; Multisensory Learning; Early Childhood Teachers; Teaching Methods; Skill Development; Student Participation; Student Needs + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Inklusion; Access; Bildung; Zugang; Bildungszugang; Sensorische Stimulation; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	The purpose of this paper is to provide an inclusive framework for supporting all children in early childhood education classrooms while also considering early learning standards, curricula, and everyday activities and routines. We describe universal design for learning, multi-tiered systems of support, embedded learning opportunities, and how these practices can be intertwined to support the early development and learning of all young children. Within universal design for learning we describe the multi-sensory ways early childhood educators can represent information, engage young learners, and facilitate expression. Multi-tiered systems of support promote intentional and individualized instructional decision-making guided by data to support children in attaining target learning objectives. We describe embedded learning opportunities which are intentional and naturalistic opportunities to work on specific skills throughout daily activities and routines. Sample informal assessments and additional resources to learn more about each of these practices are included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01