Early Childhood Special Education

Early Childhood Special Education

Early childhood special education portends a free primary and peaceful progress and improvement of the child’s character and behavior, and this is conferring to the pace and requirements of the child. The early education accorded to a child must consider and ensure that the differentiated stimulation of children targeting the academic, emotive, social, and physical advance of every child. Early childhood particular education policies and practices are designed by contending images and treatises of the young child (Roopnarine, Johnson, Quinn and Patte, 2018). Therefore, this paper analyses four major perspectives that have been integral in early childhood special education.

The first perspective is the developmental perspective, the early years of childhood are determinative of children’s long term views and that it is one of the ancient persistent and significant aspects modeling the early childhood dogma. Moreover, it entails programs targeting involvements in social and economic drawbacks and an array of difficulties and a deterrence of undesirable outcomes for the prosperity of children. However, the repercussions are expressed broadly, which includes assumptions of the curriculum and pedagogy on developmental suitability.

Therefore developmental perspectives incorporate the following aspects when it comes to early childhood special education; young children’s physical, psychological, social, and emotional operation that is dissimilar to older children and adults. Thereby comprising different phases and steps of development, early childhood is a point in time where humans are most dependent on the secure, responsive relationship, especially with older children and adults. This is not only to ensure their survival but also to enhance their emotional safety, social incorporation, and mental proficiencies. Furthermore, when the rudimental requirements of children at their early stages are not availed, then the adverse outcome is usually felt throughout till adult life.

Then there is a political and economic perspective in the early childhood special education. This is conscious by developmental values deciphered into social and educational involvement and reinforced by the financial representations of human capital. Therefore an early childhood unique education program is a social intervention whose success lies in the specific features of and the association founded amongst the children, teachers, parents, family, and the community over a protracted period. In terms of human capital, it has been discovered that vigorous mental and emotional improvement in early childhood special education transforms into concrete economic proceeds. The early intercessions produce higher yields as a precautionary measure in comparison to corrective services later in life.

The third perspective is a social and cultural perspective, which draws attention to the respect that early childhood education is a created standing and to the ranges of ways comprehended and practiced for the children and by the children (Lees and Kennedy 2017). For early childhood experts entrenched in western culture and values express these phases being taken lightly about the early childhood progress. For instance, in reality, these images are full of detailed cultural assumptions where children’s home surroundings, the availability of puzzles and books, and the value put on independence. The fourth perspective is the human right perspective that redesigns conservative tactics to theory, the policy of research and practice in a manner that thoroughly admires children’s self-esteem, their prerogatives and their ability to add to their growth and progress.

Furthermore, when it comes to the policies involved in early childhood special education, the state has a critical role to play to realize the development of children, especially in the early stages. The first policy involved in the early childhood special education is to ensure that no family pays more than seven percent of their income for higher quality child care (Harte, Theobald, and Trost, 2018). Child care is undoubtedly one of the noteworthy expenses in the budget of any family. The annual price for child care centers usually exceeds $10,000 annually, which outdoes the capability of most low income and middle-income families and the existing child care support flop to reach all the families that require assistance.

Another policy is making full-day, high-quality preschool available to all three and four-year-olds. States can enhance readiness for kindergarten by creating high-quality preschool accessible to the three and four-year-olds (Harte et al. 2018). Thereby precedence should be considered to the low-income families who tussle to meet the expense of preschool. The parents should also make their choice of preschool in district programs, community-centered child care foundations, or the child care home that meets the high-quality standards.

Moreover, another policy is backing up early childhood educators’ access to higher education and early childhood qualifications. This is because of proficient and highly skilled caregivers man effective, high-quality early childhood special education programs. Another policy is addressing the school promptness gap through capitalizing in the early head start program (Harte et al., .2018). The early head start program entails availing early education and services such as fitness screening and parental backing to expectant women and children less than three years old. Therefore states can encourage this by increasing the finance or using elastic federal coffers to supplement federal funds.

Furthermore, there are models of teaching that assist in early childhood special education. The models of teaching portend the depiction of teaching and learning surrounding, including the conduct of the teacher and other children while learning is continuing through that model. The models of teaching empower the children to participate in vigorous cognitive and social responsibilities, thereby training the child on how to apply them effectively. There is the collaborative model of teaching and learning in which active collaboration is particularly important for creating a growth based learning surrounding and for increasing children learning progress. Collaboration involves solving difficulties collectively, analyzing together, exploiting each other’s strengths, and fixing each other’s weaknesses.

Another model of teaching in early childhood education is task analysis, and this process involves breaking a skill down to simpler constituents that are convenient since these are small children (Snodgrass, Meadan, Ostrosky, and Cheung 2017). The early childhood special education requires the caregivers to break down the information to more straightforward and manageable components that the children can easily comprehend and help in their development. Furthermore, a model of using the everyday materials that these children can relate with is helpful, especially in their cognitive development. This is because these relatable teaching materials help them develop their mental strength.

In conclusion, I believe that early childhood special education should be put into serious consideration because it shapes the personality and character of the child as the child grows up. Furthermore, children are an essential part of society. Therefore, their social, cognitive, emotional development should be taken seriously since most of the children that grow up lacking these critical aspects are usually affected negatively in their adulthood.

References

Roopnarine, J. L., Johnson, J. E., Quinn, S. F., & Patte, M. M. (Eds.). (2018). Handbook of international perspectives on early childhood education. New York: Routledge.

Harte, S. M., Theobald, M., & Trost, S. G. (2018). Nutrition education and mealtimes: A textual analysis of policies and practices in early childhood education and care services.

Snodgrass, M. R., Meadan, H., Ostrosky, M. M., & Cheung, W. C. (2017). One step at a time: Using task analyses to teach skills. Early Childhood Education Journal, 45(6), 855-862.

Lees, A., & Kennedy, A. S. (2017). Community-based collaboration for early childhood teacher education: Partner experiences and perspectives as co-teacher educators. Journal of Early Childhood Teacher Education, 38(1), 52-78.