I recently took the PECT exam. While studying for this exam, I took several online practice tests created by Pearson. Upon completion, I was able to review my answers as well as the rationale provided by the company who developed the practice test. For each of the early childhood questions, the test stressed the importance of family-centered services and collaboration between parents, teachers, and students to support children in their “natural environment.” They further explained that a child’s “natural environment” could be their home, their school, or their community.
During our week two-classroom discussion, we briefly touched upon four early childhood service delivery models that best meet the needs of young children with special
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First, social interactions with same age peers with and without disabilities is limited in the home-based model. Second, inconsistency in training of professionals who provide home-based services can occur. Finally, home-based services providers may not be able to coordinate services with physical therapists, occupational therapists, and speech and language therapists (Raver, 2009).
Center-Based Program Model
In a center-based model, early childhood special educators provide direct services to the child and in some cases the family at a central location. According to Raver (2009), “The services offered in center-based programs vary based on the child’s age, the needs of the child and his or her family, and the resources of the providing agency (p. 18). One example of this model is Head Start’s Preschool Program (Manz, Lehtinen, & Bracaliello, 2013).
The center-based program model offers several advantages to children, their families, and early childhood special educators. First, center-based programs provide consistency for the child and the family. Second, children who attend center-based programs have the opportunity to socialize with their same age peers. Third, center-based programs offer additional services including transportation, occupational therapy, physical therapy, and speech and language therapy (Raver,
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There are several advantages to using this model. First, research shows that students with and without disabilities thrive academically and socially in an inclusive environment. Second, services are coordinated with all members of the child’s team including the parents, special education teacher, general education teacher, and therapists. Third, team members frequently meet to coordinate services and to provide support to the child and the family.
I think one disadvantage to this model is the amount of time needed to coordinate services and to provide support to the child and his or her family.
Home-Center Model
In a home-center model, children receive services in a learning center as well as their home (Raver, 2009). One example of a home-center model is the family behavioral resources. They provide services in the home as well as the learning environment to children diagnosed with autism or other behavioral needs.
One advantage to this model is that the student receives services in the home as well as the program center. However, one disadvantage to this model is that early childhood special educators to not frequently visit the child at home. Another disadvantage to the home-center model is that programs may not be offered in a particular location. Finally, service delivery options, training, and financial resources are limited in this model (Raver,
Decker, C. A., Decker, J. R., Freeman, N. K., & Knopf, H. T. (2009). Planning and Administering Early Childhood Programs. Upper Saddle River: Pearson.
Cognitive; thinking learning, solving problems. Communication; talking, listening, understanding. Social/Emotional; playing, feeling secure and happy. Examples of early intervention services: If an infant or toddler has a disability or a developmental delay in one or more of the developmental areas. That child will likely be eligible for early intervention services. Those services will be tailored to meet the child's individual needs that may include: assistive technology, Audiology or hearing services, speech and language services, occupational therapy, physical therapy, psychological services.. Services may also be provided to meet the child's family's needs. Family directed services are meant to help family members understand the special needs of their child and how to enhance his or her development. Your child's presents physical, cognitive, communication, social/emotional, and adaptive. Development levels and needs. Family information, including the resource priorities and concerns of you, as a parent, and other family member
The Family-Centered approach to care is important to the delivery of behavioral health services for children and adolescents because it involves the families in their natural environments and allows the families to make decisions about their care. It promotes home and community based care by creating an equal partnership with the family to ensure optimal delivery of care at all levels (Brewer, McPherson, Magrab, & Hutchins, 1989). For children with special health care needs, such as mental or developmental disorders, coordinating care between all services and people can help to introduce flexible and reasonable ways of providing the maximum amount of care to children and families (Brewer, McPherson, Magrab, & Hutchins, 1989).
But, there is hope: a loving, supportive environment that encourages children to grow into themselves. Preschool. Government programs are in place to help low-income families offset the costs, and national agencies provide multidimensional support for preschoolers and their families. Seven hours in a classroom doesn’t fix the problems at home. Rather, these programs are designed to help low-income families through a multi-faceted approach, attacking several issues in one mighty blow (Olson, Ceballo, and Park 427). These programs offer a variety of resources, including parenting classes, stress management courses, family counseling, and nutrition education. Through these programs, the entire community is assuming responsibility for taking care of its children. After all, it takes a village to raise a child.
...heir families at home. Lessons in the classroom would relate to daily activities and skills, and wherever possible personalized to family’s culture and interests. From my experience working in a public elementary school in Virginia, I have met a number of teachers who use the interactive homework strategy to promote learning at home. It results in families being more aware of their child’s activities and progress in school and increases their communication level with the teachers.
The Child Development Center of College of San Mateo provides early care and educational programs for children between the ages of 3 to 5 years old. Children are divided into classrooms with a “master” teacher, a “regular” teacher, and two or three “associate” teachers. Klara attended Classroom, “A,” a stimulating and well-resourced classroom. Klara was observed for two hours on Monday from 9 am to 11 am and for two hours on Wednesday from 9 am to 11 am. During these two hours, classroom activities consisted of “free time,” “story time,” and an outside “play time.” A “master” teacher, a “regular” teacher, and two “associate” teachers were present during observations. Additionally, a total of eighteen children were in attendance during the observed days.
Various advocates have made changes towards Special Education over the past hundred years. These changes have made substantial improvements in Special Education, but could also be seen as challenges. As a preschool teacher in an inclusive classroom, I have personally seen the improvements and setbacks these changes have made for my students with disabilities and their families. In this essay, I will be discussing specifically the changes made in Early Childhood Special Education. There are three changes that I will discuss; changes made to the Individuals with Disabilities Education Act (IDEA), Least Restrictive Environments (LRE) in an early childhood setting, and Early Intervention Programs (EIP).
Children are our future and they should be given every possible opportunity to succeed in life even if they are born into disadvantaged situations. Sometimes the families of certain children can’t provide as much as other children’s families and this can create a gap in the achievement and development of these children. Those disadvantaged children need special programing that accommodates for the lack of cognitive and social development that if not properly addressed could lead to poor school performance and delinquency.
Early Intervening Services is a hot topic and nonetheless relevant topic for us educators. Early Intervening Services is essential for all students to succeed. “The concept of early intervening services was introduced into public school systems with the implementation of the Individuals With Disabilities Education Improvement Act (IDEA) of 2004” (Mire & Montgomery, 2009). Administrators need to adhere to the educational laws so that all children have the right to learn and grow with their peers in an educational setting. One change in the law is this emphasis of intervening early to meet the needs of children at risk of not succeeding in the classroom. A common thread with the research articles I’ve selected is this notion of effectiveness. Dickman’s (2007) formula and the provided description of IDEA: Early Intervening Services ( ) both support the non negotiable pieces of the puzzle in order to have an effective approach when providing Early Intervening Services. The research heavily emphasizes the importance of Early Intervening Services must be provided with scientific research-based, training to carry out the program, and informed environment. The research strongly suggests that all three are essential to meet the expectations of Early Intervening Services. Dickman’s vital points do align with the definition of IDEA. In Neuman’s (2007) Changing the Odds article, identifies effective principles to an intervention just like Dickman; she also agrees professional training is key to effective Early Intervening Services. Although, her attributes for an effective intervention consist of eight principles and his consist of three, both of them strongly believe children can succeed when provided effective early intervention services by...
Children who participate in quality early learning programs tend to be more successful later in school. They are also most socially and emotionally competent. In addition those children show higher verbal and intellectual development during early childhood than children who do not participate in early learning programs (A Parent’s Guide to Choosing Quality Child Care). In order for a child care center to be a quality center they must have an educated staff, a program accreditation, and good health and safety practices. Parents choose high quality child care for many reasons. These programs prepare children for school in which they gain intellectual and social skills. Also the programs are a good opportunity for children because they receive age-appropriate learning materials and activities to let the children learn and grow.
The results of quality preschool programs can be seen early after they begin. Children learn many important life le...
Morrison, G. S. (1976). Chapter 6: Early Childhood Programs APPLYING THEORIES TO PRACTICE. In Early childhood education today (10th ed., pp. 5-31). Columbus, Ohio: Merrill.
Klein, M. D., Cook, R. E., & Richardson-Gibbs, A. M. (2001). Strategies for Including Children with Special Needs in Early Childhood Settings. Albany, NY: Delmar.
The modern early childhood curriculum refers to the experiences gathered throughout a child’s infancy and beyond. It incorporates everyday interactions with family members within a wide spectrum of environments. Such interactions can be spontaneous or structured however, it is important that they are established within a supportive, safe and nurturing setting in order for the child to flourish in terms of their mental and physical ability ( O’Hagen,and Smith (1998). We refer to such a curriculum as Child centered as equal emphasis must be made on the child’s learning through out infancy as it is within a formal education setting.
Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M., Culkin, M. L., Howes, C., Kagan, S., & Yazejian, N. (2001). The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories through Second Grade. Child Development, 72(5), 1534.