Early Childhood Education: Approaches, Principles, and Models Report

This report delves into the realm of early childhood education, focusing on the inclusive approach as a cornerstone for fostering the holistic development of young children up to the age of eight. It highlights the advantages of employing inclusive strategies, emphasizing the improvement in academic, social, and behavioral outcomes for all students, including those with disabilities. The report explores three key inclusive principles that provide high-value services to children with disabilities, promoting respect, support, and equal opportunities. Furthermore, it introduces the collaboration service model, which facilitates collective learning and interaction, ensuring that children with and without disabilities can learn together. This model utilizes team teaching, one teach, one assist, and alternative teaching strategies to cater to diverse learning needs and provide personalized attention. The report underscores the importance of creating an inclusive school culture that embraces diversity, fosters a sense of belonging, and equips children with the skills to become inclusive citizens.

Early Childhood Education

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................1
Component-A...................................................................................................................................1
Component-B...................................................................................................................................4
CONCLUSION................................................................................................................................6
REFERENCES ...............................................................................................................................8

INTRODUCTION
Early Childhood Education is an education that deals with guiding and teaching children
at a younger age until the age of eight. This denotes the education of children from the birth to
age two. Such type of education is required for the overall development of children's personality
at an early age (Ahmad and Esa, 2017).
This report will represent the approaches that can be used in early childhood education
and the advantage of using this approach on childhood application. It will also present three
inclusive principles that can give high value services to children with disabilities and the model
that can deliver the needs of a child and their family.
Component-A
The approach that can be used in early childhood education can be inclusive approach.
The imagination of inclusive education is to increase the development of value, respect and
support for development and assistance of all students as well as the terms among all community
members. Various research and data evaluation shows that due to inclusive classrooms there will
be an improvement in academic, social, and behavioural outcomes of students. Also, this will
lead to enhancement of teachers as they will be working together by sharing resources,
knowledge, ideas etc. With the aid of this inclusive system, the goal of educators will be to
share responsibility to provide education for all students. It is the responsibility of teachers to
look after all the students. Special training teachers and classroom teachers, work collectively in
order to make their way of teaching and learning better. The decision to include children with
disabilities in early childhood education will give important outcomes not just to disabled
children but also the developing children and their families as well. Various researches have
been conducted which shows that children with some disability represents high levels of social
pay and show enhancement in key skills and talent. The participation in activities with other
children help the children with disabilities to learn from modelling and this will help them to
work in a real world. Also, the other students learn a lot from students with disability. They are
able to recognize the differences and are able to watch their classmates achieving despite
disabilities. Studies have found that children in inclusive setting build an enhanced ability and
responsibility to help other children. They learn about how and when to assist other children with
disability to make them capable to look after themselves (Year, 2017). For young talents helping
other is a positive experience. This will increase their self-esteem as it makes them feel good
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about themselves and what they can do. The negative stereotypes cannot be formed by young
people against people with disabilities. This attitude begins during early childhood education
years. Here in, early communication enhances the possibility that these children can be brought
up with more positivity and less fearful of people with disabilities. The adaptations are important
to meet up the requirement of children with disability so that participation of these students in
classroom is maximum. The children’s attitude towards people with disability is closely
associated with their awareness of disabilities. The staff of classroom and parents needs to
enhance the conversation between similarities and differences among these children so as to
make them aware on this issue. Family of children with disabilities have been very happy with
the inclusive approach in schools as it allows their children to participate in various activities that
are taking place in school premises. It has led to the development and encouragement of their
children in all perspectives.
This approach is essential for providing education to children at an early age. By using
such approach schools can give education to children without discriminating on the basis of
background, skills and disability. With this approach, the early childhood education promotes
various philosophies like the need and right that are given to all students with their peers and to
get proper and quality programming. It gives a culture of hospitability for school where all
members of school organization feel belongingness and recognizes their potentials and
contribute towards the life of school. By using inclusive education in early childhood will
develop a community of school which produces a diverse culture for the students studying over
there. It will give a secured and caring school atmosphere.
This approach of inclusive education is associated with the requirements of children in
school environment. The main objective of such education is that all students need to be enclosed
in all prospects of learning environment irrespective of any facet of diversity. However, for
students with exceptionalities, inclusive education does not mean that each and every student
need to be in the class at every time. Various small group instructions are required for students
whether for medical or academic reasons to meet their requirements (Wen and et.al., 2012).
This practice can be achieved by creating an inclusive school culture. This may
commence from the premise that everyone in the school like support staffs, administration,
students, educators and parents must feel that they belong and add up a value to the school life.
The school community will be enriched with diverse experiences, perspectives and gifted with
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the inclusive school culture. The achievement of creating an inclusive school culture is beyond
making decision to run a workplace on bullying and providing staff with training of different
culture and diversity.. It is not just developing a value statement that talks about being inclusive
it is more than that. Shift in the attitude of all the stakeholders as well as development of policies
and programs is required by inclusive school culture to enforce inclusive behaviour in early
childhood education. Thus the creation of inclusive school culture is a platform to guide and
assist students, during their early age to develop them as citizens, so that they could know about
the importance and requirement of being inclusive. They will develop a behaviour that would
nurture them into an inclusive community (van der Wal,Grace and Baird, 2017).
It also gives parents an opportunity to learn with their children about the importance of
belongingness, acceptance and community. With this approach of inclusive school in early
childhood education diversity is embraced and learning activities are available and utilized
properly and individual students are focused with flexible learning. Various innovative and
creative atmosphere and collective approach is being used. Various components are required for
making the school inclusive. These components are understanding of and loyalty towards
inclusive culture. The inclusive culture in school will need a welcoming and secured
environment of school, powerful team of administration paying attention towards all children,
engagement from families and various outside agencies, to meet the students need and effective
instructional strategies are required for identification of opportunities for team building and
relationships and a commitment of continuous growth and enhancement.
Thus, making use of this approach will be an important step of early childhood education
towards the development and growth of children at an early age. This will guide the students
about other peers with disability and that student will accept the difference between them and
help them to make them independent. These inclusive approaches will give an encouragement to
them to use the skills and talent, that have been given to them by God, in right direction. This
approach will also be good for the school environment as various imaginative ideas and
strategies will be used to build up the future of the young talents (Turner, 2017). Various
trainings are being given to students with disabilities like deaf or blind. Moreover, they provide
an efficient education to children and enhance their efficiency and the cost effectiveness of the
education department.
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Component-B
When the children with abilities and disabilities engage and work together in the same
class then it is known as inclusive education. Good things happen when the children with
disabilities attend classes with other students who do not posses disabilities (Leung and Chen,
2017). However for a long period,children with disabilities were given education in different
schools. People believed in the idea that special education require separate education. But if the
children are educated together then the positive academic and social outputs occur for the
involvement of all children. There are various principles for preaching the inclusive practices and
they are as follows-:
All children exist
The idea of inclusive education is simple it is based on that every child and family need
to be given equal values and must be granted same opportunities and experiences. Inclusive
education is related to students with some disabilities like blind,deaf etc. These abilities can be
severe or mild,obvious or hidden involving in day to day activities just like they would if their
were no disability were present. It is the development of bond of friendship,membership and
having opportunities like others.
The way of children learning is different
Meaningful and proper ways are given to children to help them to learn and participate in
various activities .This help can be from teachers or from friends. This inclusion education will
give as much as that is required by the students for their development. This help can be
technology or specially made materials. Appropriate guidance and assistance must be given to
students in order to help them learn.
It is the right of every student to be involved
Inclusive education is a right of student .The various acts that are related to disabilities of
children stated that all children with some disability need to be made educated with some non-
disabled children and have access to the curriculum of general education (Howes, 2017).
All these principles can be used in providing early childhood education to students with
abilities and disabilities. Such principle will lead to the growth and development of students from
since childhood and make the children without disabilities aware about the peers with disabilities
and they will learn about how and when to help them in order to make them dependent on
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themselves. These principles will also be beneficial for the families of disability children as they
will be happy to see that without any discrimination proper education and motivation will be
given to their children. Appropriate guidance and assistance will be given from teachers to both
types of students .In this these principles of inclusive education can benefit the students.
To cater to the needs of a child and their family the model used I can be collaboration
service model. This model will build up a collective learning and interaction for the students in
early childhood education. Collaboration teaching generally happens inside the classrooms.
General education and special faculties works collectively to discuss the lessons to be taught to
students,monitor and mange the class. With this services model it is simple to educate all the
students with the similar content and guide them towards the similar standards of education.
There are various advantages that are attached with this type of model like students can spend
more time with teachers and may receive more attention. And if the number of teachers are more
it is simple to teach students in small group. The students may get to learn a lot from different
teachers who may posses different teaching lifestyles,knowledge and ideas and perception. This
models can work in this manner (Henniger, 2017).
Team teaching
The lessons and work are planned by both teachers in order to teach students. This will give a
chance to students to raise a question and get guidance at the time of lessons. This can be
beneficial for the students at the time of accommodation.
One assist,one teaches and observes
Possessing one teachers frees up the other teacher and they can give guidance to individual
students. An observing faculty can check how the students reacts to different approaches of
teaching.
Alternative teaching
One teacher can handle a huge group of students. However on the other side the other faculty can
handle small group on other lessons.
Collaboration service model can be important for the use of principles of inclusive
education of students with disabilities to meet out the needs of students and their families. To
produce an effective inclusion in schools then collaboration practice is important In
schools,teachers collaborate to develop quick practices of communities through a various
professional relationship that will encourage the experiences of education and learning outputs
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by fulfilling the needs and requirement of both students and their family (Foreman, 2014). This
collaboration tool will see that right set of education is given to all students in the school by the
teachers. Various group of teachers will work together so as to guide and assist students in right
direction. No discrimination will be done among students from the teachers side in between
students with disabilities and disabilities (Dempsey and Valentine, 2017). This collaboration
model will that every help that is needed for the growth and enhancement for students are
provided to them.
Collaboration model can be applied to inclusive principles by making sure that right to
every students is provided and all the students are treated in the similar ways as with disabilities
and with no disabilities. These models will make sure that right amount of help is given to
students for their upliftment and growth. It is the duty of teachers in the inclusive education
using collaboration services model to help children with difficulty in a particular skill or concept.
Yes,there are additional resources that can be useful in this service model can be
government support for promotion and funding. Through promotions more and more such type
of education system can be opened to give assistance and guidance to both normal and disabled
students. It will also lead to development of the country towards bright future. Proper funds can
be raised by the government in order to give facilities to these children . When these practices
will be implement there may be issues as the co-teaching do not work perfectly in inclusion
education. Teacher may not agree on the strategies of teaching on a particular topic or how to
give marks to student (Ahmad and Esa, 2017). Also there may be issues where the teacher has
more experiences working with the students with learning and attention problems,so the teacher
might not know the other faculty. Proper communication need to be implemented in order to
make collaboration services efficient in the inclusive education system. Teachers need to spend
more time with each other so that they can make out the strength and weakness of each other and
can work accordingly.
CONCLUSION
Summing up the above report it focused on the importance of early children education.
This type of education is essential as it gives them a platform to gain knowledge and skills at an
early age. The use of inclusive approach in early children education leads to overall development
of children with abilities and without disabilities. It had given a secured and protected
atmosphere to students in education department and have helped the teachers to work together in
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groups. This inclusive eduction have also benefited the family of disabled students a they have
recognize their skills and talent for brighter future. There are various principles of inclusive
approach they give right to every student without indulging in any sort of discrimination on the
basis of background and disabilities. The collaboration service model make it possible to
implement all these principles of inclusive education by co-working with teachers to make
student learn and educate on different topics. There may be some issues regarding the
collaboration model related to different teachers working together but they can be overcome by
making communication effective among them.
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REFERENCES
Books and journals
Ahmad, N.F. and Esa, A., 2017. Early childhood education. Psychology, pp.47787-47789.
Alexander, A. and Russo, S., 2010. Let's start in our own backyard: Children's
engagement with science through the natural environment. Teaching Science: The
Journal of the Australian Science Teachers Association, 56(2).
Dempsey, I. and Valentine, M., 2017. Special Education Outcomes and Young Australian
School Students: A Propensity Score Analysis Replication. Australasian Journal of
Special Education, pp.1-19.
Foreman, P., 2014. Inclusion in action PDF. Cengage Learning Australia.
Henniger, M.L., 2017. Teaching young children: An introduction. Pearson.
Howes, M. (2017). Practising inclusion in diverse communities. In P. Foreman, & M. Arthur-
Kelly,
Leung, S.K. and Chen, E.E., 2017. An Examination and Evaluation of Postmillennial Early
Childhood Education Policies in Taiwan. In Early Childhood Education Policies in Asia
Pacific (pp. 245-262). Springer Singapore.
Roskos, K.A. ed., 2017. Play and literacy in early childhood: Research from multiple
perspectives. Routledge.
Turner, N.A., 2017. The Association Between Adverse Childhood Experiences and Intervention
Participation in Early Childhood Education.
van der Wal, J., Grace, R. and Baird, K., 2017. It Takes More Than ‘Just Scratching the
Surface’: The Perspectives of Young People on Living in a Disadvantaged
Community. Children Australia, pp.1-12.
Wen, L.M. and et.al., 2012. Effectiveness of home based early intervention on children’s BMI at
age 2: randomised controlled trial. Bmj, 344, p.e3732.
Year, F., 2017. Early childhood education.
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