The Developmentally Appropriate Inclusive Classroom in Early Childhood Education

442 Pages·1995·15.37 MB·English

by  Regina Miller

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
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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