1. What is the Council for Exceptional Children, Division of Early Childhood Educations (DEC) position statement regarding children with disabilities?
2. Do you agree with this position statement? What would you add?
3. List at least three ways that play is developmentally appropriate for young children. Provide string rationale for your examples.
4. How are a teacher's behaviors different when acting as the controller of the classroom rather than being a collaborator with children?
I agree with the DEC's position statement. Full inclusion in natural environments is a crucial component of a child's holistic development. I would add a stronger emphasis on funding and professional development for early childhood educators. While the position advocates for inclusion, successful implementation requires specialized training for teachers to manage diverse needs in a single classroom. Adequate funding for resources, support staff, and ongoing education would ensure that inclusion is not just an ideal but a well-supported and effective reality for both children with and without disabilities.
Play is developmentally appropriate for young children in several ways:
Social and Emotional Development: Play provides a low-stakes environment for children to practice crucial social skills. For example, during dramatic play, children learn to negotiate roles, share materials, and resolve conflicts. A child might have to persuade their friend to play the role of the baby instead of the doctor. This negotiation is a foundational skill for future social interactions and emotional regulation.
Cognitive Development: Play is a primary vehicle for children to learn and apply new concepts. When a child builds a tower with blocks, they are engaging with concepts of cause and effect, gravity, and problem-solving. If the tower falls, they must analyze why and adjust their approach, which is a key cognitive skill. This hands-on, self-directed learning is more effective than passive instruction.
Physical Development: Play directly supports the development of both gross and fine motor skills. Activities like running and climbing help with gross motor skills and coordination, while manipulating small toys, puzzles, or crayons enhances fine motor skills.
These physical skills are essential for future tasks such as writing, using tools, and participating in sports.
A teacher's behaviors change significantly when acting as a classroom controller versus a collaborator.
As a controller, the teacher dictates all activities, and the classroom is often highly structured and teacher-centered. The teacher's behaviors are prescriptive: they give direct instructions, enforce strict rules, and prioritize compliance. The focus is on maintaining order and ensuring that children follow directions. The teacher is the primary source of all information and a dispenser of knowledge.
As a collaborator, the teacher's role is to facilitate and guide, and the classroom is more child-centered. Their behaviors are more responsive and flexible. The teacher might ask open-ended questions to extend a child's thinking, observe and comment on a child's play, or join a play scenario to model new language or problem-solving strategies. The collaborator views the child as an active partner in the learning process, trusting their innate curiosity and allowing them to explore and discover at their own pace.
The Council for Exceptional Children, Division for Early Childhood Education (DEC), advocates for the full inclusion of young children with disabilities in natural environments. Their position statement asserts that all children, regardless of ability, have a right to participate in their communities and learn alongside their peers. The DEC believes that services for young children with disabilities and their families should be provided in settings that are typical for their same-aged peers who do not have disabilities, such as preschools, child care centers, and homes. This approach promotes positive social interactions, skill development, and a sense of belonging for all children.The Council for Exceptional Children, Division for Early Childhood Education (DEC), advocates for the full inclusion of young children with disabilities in natural environments. Their position statement asserts that all children, regardless of ability, have a right to participate in their communities and learn alongside their peers. The DEC believes that services for young children with disabilities and their families should be provided in settings that are typical for their same-aged peers who do not have disabilities, such as preschools, child care centers, and homes. This approach promotes positive social interactions, skill development, and a sense of belonging for all children.