Individualizing Instruction in Preschool Classrooms

Autor/inn/en	Boat, Mary B.; Dinnebeil, Laurie A.; Bae, Youlmi
Titel	Individualizing Instruction in Preschool Classrooms
Quelle	In: Dimensions of Early Childhood, 38 (2010) 1, S.3-11 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-6177
Schlagwörter	Early Childhood Education; Student Interests; Disabilities; Young Children; Preschool Teachers; Individualized Instruction; Special Needs Students; Teaching Methods; Inclusive Schools; Student Needs; Regular and Special Education Relationship; Scaffolding (Teaching Technique); Interaction; Student Evaluation; Individualized Education Programs; Mainstreaming + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Studieninteresse; Handicap; Behinderung; Frühe Kindheit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Individualisierender Unterricht; Sonderpädagogischer Förderbedarf; Teaching method; Lehrmethode; Unterrichtsmethode; Inclusive school; Integrative Schule; Interaktion; Schulnote; Studentische Bewertung; Individualized education program; Individualisierendes Lernen
Abstract	Increasing numbers of young children with diagnosed disabilities and unique learning needs are enrolled in early childhood programs. If early childhood inclusion is to be a successful educational approach, it is imperative that all early childhood teachers understand and are able to provide individualized instruction to young children with special needs. This article describes teaching techniques that preschool teachers can use to support the learning needs of all children with whom they work, including young children with disabilities and special needs. The authors discuss the process of individualizing instruction, which consists of four primary steps: (1) get to know each child's interests, needs, and abilities; (2) create opportunities for learning that build on children's interests; (3) scaffold children's learning through supportive interactions; and (4) monitor children's progress toward achieving important goals. (Contains 3 tables.) (ERIC).
Anmerkungen	Southern Early Childhood Association. P.O. Box 55930, Little Rock, AR 72215. Tel: 800-305-7322; Fax: 501-227-5297; e-mail: info@southernearlychildhood.org; Web site: http://www.southernearlychildhood.org/publications.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06