Introduction:
Early childhood education is vital for establishing a strong foundation for lifelong learning. Research shows that early interventions can significantly enhance children's cognitive, social, and emotional development, particularly for those with atypical development (Guralnick, 2011). By fostering a nurturing environment that promotes inclusion, we can support school readiness for all children, helping them to thrive both academically and socially. Our preschool embraces the belief that every child is unique, and through tailored educational practices, we can address diverse needs, ensuring that all learners are prepared for their educational journey.
Preschool Necessities:
School Readiness
Identifying school readiness involves assessing a range of skills and competencies, with particular attention to individual differences in social, cultural, and linguistic backgrounds. We utilize various assessment tools, such as the Ages & Stages Questionnaires (ASQ), which provide insights into children's developmental milestones (Squires, 2015). These assessments guide our educators in creating personalized learning plans that accommodate each child's unique needs. For example, we adapt activities to ensure that children from diverse linguistic backgrounds receive the support necessary to develop language skills, thus promoting inclusivity and readiness for learning.
Learning Influences
Understanding how individual language, culture, and family backgrounds influence learning is crucial in our approach. We implement culturally responsive teaching strategies that respect and incorporate children's home languages and cultural practices into the curriculum (Gay, 2010). For instance, a child from a bilingual family may have different learning experiences than their monolingual peers. By recognizing these differences, we can support both typical and atypical development, ensuring that every child feels valued and engaged in their learning journey.
Social-Emotional Learning
Social-emotional learning (SEL) is integral to our preschool's curriculum. We utilize programs such as the Second Step curriculum, which focuses on social skills, emotional regulation, and empathy (Committee for Children, 2019). Evidence-based instructional strategies, such as role-playing and collaborative activities, provide students with opportunities to practice these skills in a supportive environment. For instance, children are encouraged to express their feelings and resolve conflicts through guided discussions, which benefits all students, including those with exceptionalities.
Collaboration:
Collaboration between families and professionals is essential for promoting the well-being of all students. We actively involve families in the educational process through regular communication and workshops that empower parents with strategies to support their children's learning at home. One example is our monthly family engagement nights, where families can learn about developmental milestones and resources. Additionally, we collaborate with specialists, such as speech therapists and occupational therapists, to create individualized support plans for children with exceptional needs, ensuring that all students receive comprehensive care.
Conclusion:
The information provided on this webpage serves as a valuable resource for families and stakeholders, illustrating our commitment to inclusive education. By understanding our practices and philosophies, families can better support their children's learning and development. We invite families to engage with us, share their insights, and collaborate in fostering a nurturing environment that celebrates diversity and promotes the success of every child.
References:
Is, W. I., & Matters, W. I. (2019). Social-emotional learning. USA: Committee for Children.
Gay, G. (2010). ‘Culturally Responsive Teaching: Theory, Research, and Practice’. New York: Teachers College Press.
Guralnick, M. J. (2011). ‘The Effectiveness of Early Intervention’. ‘Infants & Young Children’, 24(2), 86-95.
Kyerematen, V., Hamb, A., Oberhelman, R. A., Cabrera, L., Bernabe-Ortiz, A., & Berry, S. J. (2014). Exploratory application of the Ages and Stages (ASQ) child development screening test in a low-income Peruvian shantytown population. BMJ open, 4(1), e004132.