Early Childhood Education: Inclusive Philosophy & Curriculum Planning

This essay discusses inclusive education practices within an early childhood setting, specifically focusing on the role of a preschool teacher in identifying children with special needs and fostering an inclusive environment. The author details their experiences in observing children's behavior, collaborating with parents and therapists, and advocating for inclusive environments where children with special needs can interact and learn from their peers. The essay also explores the importance of an inclusive curriculum that values diversity and provides equal access to educational programs. Different approaches to planning an inclusive curriculum are examined, including incorporating contributions from diverse heroes and heroines, adding diverse content and perspectives, transforming curriculum structures to promote critical thinking, and encouraging social action to address relevant social issues. The ultimate goal is to create a cohesive philosophy that supports the development and well-being of all children, regardless of their abilities or backgrounds.

Running head: EARLY CHILDHOOD 1
Early childhood
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EARLY CHILDHOOD 2
My position is a preschool teacher, and I handle children between three to six years. I
observe the play behavior of the child including the playmates and whether the child is happy
and active while interacting with other children in the school. A child who has abnormal
behavior is observed in the different natural environment to confirm if they have any disorders
(Woodhead, 2015). I decide to visit the child at home while with the family members and
observe he or she has the same behavior. Example when a child is dull, quiet and unhappy, I
investigate the problem of the child. As a teacher, I develop a list of the strengths and needs of
the children. Some of the difficulties which make me recognize children with special needs are
unable to communicate verbally, inability to grab toys and isolation from other children
(Kauffman et al, 2017). The observations which I make about a particular child, I shared it with
the parents, supervisors, and therapists to see if the condition of the child can be improved.
Similarly, I believe that inclusive environment is crucial for a child who needs special care. A
child is given the opportunity to freely interact, play with other children of the same age. At this
stage, it is easy for teachers to observe the behavior of the children and examine difficulties
experienced by the child. The inclusive environment gives an opportunity for the child to
establish a healthy relationship with other people apart from their family members. The child
will develop a sound social connection with other people. Inclusive environment makes children
start appreciating the diversity of other people at an early stage. The children grow understanding
different people come from different background, and people should live in harmony with each
other (Snapp et al, 2015). The child is also given the opportunity to participate, be creative,
cooperate with others and contribute towards any activity. If the children are playing, every child
attends the game. I acknowledge the inclusive environment because it has assisted my pupils
who have special needs to share their experience with other children and learn from other others.

EARLY CHILDHOOD 3
A child who had communication problem can now express herself because of the positive
behaviors and model learned from others.
Inclusive curriculum ensures that all the students have improved access as well as
participation in the educational program which are excluded in the tertiary education. It
recognizes values and acknowledges diversity of the cultural and socioeconomic background.
Gender and age and the differences that exist between disability and ability of the students are
also responded to by the teachers depending on the needs of the student. The resources are fairly
distributed among the student s. The following are some of the approaches which are used
planning for the inclusive curriculum. The achievements and contributes of heroes and heroine
in the society. They are selected using the criteria that are similar to the one used in
mainstreaming curriculum. The heroes and heroine must have made great and recognizable
contributions to the community which motivates the students. They can have invented a
technology, provided solution or become a good example of a leader. The approach motivates
the students to work hard and achieve their dreams. Secondly, the planners add some contents,
perspectives, themes and concepts to the curriculum. The consideration is given to the basic
structure because it has to remain the same. The information added helps the students expand
their knowledge, talents and skills (Woodhead, 2015). The added information also helps students
with special needs and those who might need special education. The students develop and
understand the themes provided by their teachers. It becomes easy to nurture children with
talents and incorporate their activities in the study. Thirdly, inclusive environment increases the
transformation of the students. The structures of the curriculum are changed and assist students
view events, themes, general issues and events in reasonable perspectives in relation to diverse
groups. The students recognize the existence of issues according to reality (Koegel et al, 2014). It

EARLY CHILDHOOD 4
is easy for students to make innovation and invention because they are exposed to both critical
and creative thinking. The students are given opportunity to participate in the curriculum and
extra- curriculum activities. The concepts and themes are not class based but expose the students
to real world. Fourthly, inclusive curriculum encourages social actions. Students are able to make
decision concerning critical social issues that affect them. They then come up with solution
regarding the issues. The action encourages students to understand the process of decision
making as well as problem solving procedure.

EARLY CHILDHOOD 5
References
Kauffman, J. M., Hallahan, D. P., & Pullen, P. C. (2017). Handbook of special education.
Routledge.
Koegel, L. K., Koegel, R. L., Ashbaugh, K., & Bradshaw, J. (2014). The importance of early
identification and intervention for children with or at risk for autism spectrum disorders.
International journal of speech-language pathology, 16(1), 50-56.
Kroesbergen, E. H., van’t Noordende, J. E., & Kolkman, M. E. (2014). Training working
memory in kindergarten children: Effects on working memory and early numeracy. Child
Neuropsychology, 20(1), 23-37.
Snapp, S. D., Burdge, H., Licona, A. C., Moody, R. L., & Russell, S. T. (2015). Students’
perspectives on LGBTQ-inclusive curriculum. Equity & Excellence in Education, 48(2),
249-265.
Woodhead, M. (2015). Psychology and the cultural construction of children’s needs. In
Constructing and reconstructing childhood (pp. 72-91). Routledge.
Woodhead, M. (2015). Psychology and the cultural construction of children’s needs. In
Constructing and reconstructing childhood (pp. 72-91). Routledge.