The Developmentally Appropriate Inclusive Classroom in Early Childhood Education PDF
Preview The Developmentally Appropriate Inclusive Classroom in Early Childhood Education
The Developmentally Appropriate Inclusive Classroom in Early Education This Page Intentionally Left Blank The Developmentally Appropriate Inclusive Classroom in Early Education Regina Miller University of Hartford Delmar Publishers I@” An International Thomson Publishing Campany NOTICE TO THE READER Publisher does not warrant or guarantee any of the products described herein or perform any independent analysis in connection with any of the product information contained herein. Publisher does not assume, and expressly disclaims. any obligation to obtain and include information other than that provided to it by the manufacturer. The reader is expressly warned to consider and adopt all safety precautions that might be indicated by the activities herein and to avoid all potential hazards. By following the instructions contained herein, the reader willingly assumes all risks in connection with such instructions. The Publisher makes no representation or warranties of any kind, including but not limited to, the warranties of fitness for particular purpose or merchantability, nor are any such representations implied with respect to the material set forth herein, and the publisher takes no responsibility with respect to such material. The publisher shall not be liable for any special, consequential, or exemplary damages resulting, in whole or part, from the readers’ use of. or reliance upon, this material. Delmar StatI Publisher: Diane L. McOscar Art and Design Coordinator: Timothy J. Canners Sponsoring Editor: Erin O’Connor Editorial Assistant: Glenna Stanfield Production Coordinator: James Zayicek COPYRIGHT 0 I996 Delmar is a division of Thomson Learning. The Thomson Learning logo is a registered trademark used herein under license. Printed in the United States of America 3456789 IOXXXOI 00 For more information. contact Delmar, 3 Columbia Circle, PO Box 15015. 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The text of this publication, or any part thereof, may not be reproduced or trans- mitted in any form or by any means, electronics or mechanical, including photocopying, recording, storage in an information retrieval system, or otherwise, without prior permission of the publisher. You can request permission to use material from this text through the following phone and fax numbers Phone: I-800-730-2214; Fax l-800-730-2215; or visit our Web site at http:Nwww.thomsonrights.com Library of Congress Cataloging-In-Publication Data Miller. Regina, 1946- The developmentally appropriate inclusive classroom in early education / Regina Miller. P. cm. Includes bibliographical references and index. ISBN 0-8273-6704-X I. Early childhood education-United States-Curricula. 2. Mainstreaming in education-United States. 1. Title. LB I 139.4.M55 1995 95-1337 372.214~20 CIP Contents Preface xi PART 1 Developmentally Appropriate Curriculum and Practice I Guidelines for Developmentally Appropriate Practice 3 How Children Learn 16 Inclusion 20 The Children in an Inclusive Classroom 22 The Teachers in an Inclusive Classroom 23 CHAPTER 2 Integrated Thematic Play and Curriculum 31 Overview of Thematic Approach 31 Definition of Integrated Curriculum 35 Curriculum to Accommodate All Children 36 Child Populations and Child Age Considerations 39 Benefits of the Integrated Curriculum Approach 40 Classroom Discipline and Management 41 CHAPTER 3 Developing the Integrated Curriculum 53 Space 54 Furniture and Equipment 62 Materials and Books 64 Schedule and Routine 67 Facilitation of Activity 72 PART 2 CHAPTER 4 Planning the Integrated Curriculum 81 The Early Childhood Educator as the Key to the Success of this Approach 81 What Are the Steps To Be Followed When Planning an Integrated Curriculum 84 V vi The Developmentally Appropriate Inclusive Early Childhood Classroom Pitfalls and Problems of Child-Centered Planning 85 Peers as Nurturers and Facilitators 87 Supporting the Development of All Children 91 Language and Literacy Development 92 Social Development 96 Physical Development 98 Cognitive Development: Thinking and Problem-solving Skills 101 Overview of Appropriate Activity Areas 102 Meet the Children 107 CHAPTERS Art 117 Importance of Art Activities for Development 117 Objectives of Art Activities for Children With and Without Disabilities 120 Developmentally Appropriate Activities and Materials 123 Modification of Materials or Activities to Include Children with Special Needs 130 Case Studies Describing Modifications 134 CHAPTER6 SenSOy 141 Importance of Sensory Activities for Development 141 Objectives of Sensory Activities 145 Developmentally Appropriate Activities and Materials With and Without Disabilities 145 Modification of Materials or Activities to Include Children with Special Needs 150 Case Studies Describing Modifications 153 CHAPTER 7 Manipulatives and Small Blocks 159 Importance of Manipulative and Small Block Activities for Development 159 Objectives of Manipulative Activities 163 Objectives of Small Block Activities 166 Developmentally Appropriate Activities and Manipulative Materials 167 Modification of Materials or Activities to Include Children with Special Needs 169 Case Studies Describing Modifications 174 Contents CHAPTER 8 Dramatic Play in the Large Blocks and Housekeeping Corners 181 Importance of Dramatic Play Activities for Development 187 Objectives of Dramatic Play Activities 192 Developmentally Appropriate Activities and Materials 192 Modification of Materials or Activities to Include Children with Special Needs 199 Case Studies Describing Modifications 202 CHAPTER 9 Large Motor Development 209 Importance of Large Motor Activities for Development 210 Objectives of Large Motor Activities 212 Developmentally Appropriate Activities and Materials 213 Modification of Materials or Activities to Include Children with Special Needs 221 Case Studies Describing Modifications 226 CHAPTER 10 Music and Movement 231 Importance of Music and Movement Activities for Development 232 Objectives of Music and Movement Activities 234 Developmentally Appropriate Activities and Materials 236 Modification of Materials or Activities to Include Children with Special Needs 244 Case Studies Describing Modifications 249 CHAPTER 11 Language and Literacy 257 Importance of Language and Literacy Activities for Development 260 Objectives of Language and Literacy Activities 263 Developmentally Appropriate Activities and Materials 265 Modification of Materials or Activities to Include Children with Special Needs 272 Case Studies Describing Modifications 279 CHAPTER 12 Sample Integrated Themes 287 Developed Integrated Theme 287 Guidelines for General Modifications of Activities 289 -.- VIII The Developmentally Appropriate Inclusive Early Childhood Classroom Resource of Ideas for Development of a Theme 295 Theme: Processes-How Things Work, Move, and Change 295 Resource of Ideas for Theme: Homes 334 Ideas for Other Developmentally Appropriate Themes 343 Integrating the IEP or IFSP into Classroom Activities 345 Bridging Classroom Curriculum to Home 345 PART 3 CHAPTER 13 Parents and Families 349 Role of the Parent in the Development of the Child 350 Influence of Home on the Development of a Child 352 Factors that Might Interfere with Home and School Involvement 353 What Teachers Gain from Parent-Teacher Relationships 354 What Parents Gain from Parent-Teacher Relationships 357 Forging the Relationship 360 Barriers to Effective Parent-Teacher Relationships 362 Partnerships with Consultants and Specialists 366 Consultation 368 Collaboration 370 Working with Teachers and Specialists to Plan for Transitions 372 CHAPTER 14 Specialists as Members of the Team 379 Roles of Various Support Specialists 380 Understanding the Classroom Culture-How Does Therapy Fit? 382 Team Approaches to Service Delivery 382 Support Specialists in the Assessment Role 384 Support Specialists in the Consultant Role 385 The Paraprofessional in the Inclusive Classroom 386 Managing and Coordinating Service Delivery 387 Partnerships with Support Specialists and Consultants 388 Collaboration 389 Support Specialists within Community Early Childhood Programs 390 Communication with Parents 393 The Early Childhood Teacher as Collaborator and Communicator 393 Working with Families in Planning for Transitions 395 Contents ix CHAPTER 15 Obsemation and Assessment 401 Observation as Assessment in Inclusive Developmentally Appropriate Settings 402 Observation Techniques 405 Observations as Assessment in Different Activity Areas 413 Preserving and Compiling Information on Children 416 Ethics of “Assessment” 420 What is Assessment? 420 Why Must Teachers Assess? 421 When Do Teachers Assess? 423 How Do Teachers Assess? 423 What Happens to Assessments? 427 Appendix Early Childhood Video Resources 431 Index 438
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