Preschool Programs: An Update On Inclusive Settings

Best Practices for Preschool Programs: An Update on Inclusive Settings.
1. Classroom Communication- process of information sharing that consists of verbal and nonverbal transactions between teacher and students, or between and among students, in a classroom setting.
2. Classroom environment- YOUR CLASSROOM IS "HOME AWAY FROM HOME" for you and your students. Make it attractive and functional. Consider grade/age level appropriateness, the type of classroom activities you will be implementing, and your particular style. For example, consider the various areas of the classroom and design those areas for use in a variety of activities. The physical aspects of your room include room arrangement, seating, bulletin boards and black/white board displays
Curriculum Design- Curriculum design is an aspect of the education profession which focuses on developing curricula for students. Some education professionals specialize in curriculum design, and may spend all of their time working on curricula, rather than teaching in the classroom, while in other cases working teachers develop their own curricula. Curriculum design is also practiced by parents who homeschool their children, sometimes with the guidance of an experienced education professional who can provide advice and suggestions, and sometimes with the assistance of experienced homeschoolers.
Today, increasing numbers of 3- and 4-year-olds are enrolled in preschool programs. Many parents, teachers, and policymakers look to such programs to help children become successful learners in kindergarten and beyond. Yet, while programs may claim to promote young children’s learning and development, their educational effectiveness varies. This is due in part to the skills children bring to preschool and overall program quality. Effectiveness also relies on a program’s curriculum, or the content of what children learn in preschool and how it is
Preschool Curriculum Decision-Making: Dimensions to Consider [3] Others argue that while this is a type of curriculum, what is more appropriate for young children is one that provides learning goals and guidance to teachers in developing activities and interactions. This would include carefully planned environments and activities in the classroom, such as recurring story telling at circle time or the obstacle course added to the playground for one week to help children develop spatial terminology and exercise. It would also include unplanned and spontaneous learning, such as learning about water systems when a pipe bursts or developing self-regulation skills while waiting for your turn on the slide. In short, curriculum in the extremes can be as minimal as offering guidance for deciding what and how to teach, or as structured as not only telling the teacher what the content should be on any given day, but also exactly what to say when teaching the content. Although views of what makes a “curriculum” a bona fide curriculum vary, when the term is left undefined, it can be difficult for a preschool program to answer the question: “What should be