Designing and Implementing Inclusive STEM Activities for Early Childhood

2018 ◽  
pp. 839-866 ◽  
Author(s):  
Mary M. Donegan-Ritter ◽  
Betty Zan
Keyword(s):  
Early Childhood ◽  
Special Needs ◽  
Language Learners ◽  
Dual Language ◽  
Universal Design For Learning ◽  
Dual Language Learners ◽  
Stem Learning ◽  
Learning Centers ◽  
High Quality ◽  
Design For Learning

This chapter provides a rationale for high quality STEM experiences in inclusive early childhood (EC) classrooms, describes what high quality STEM experiences are and why they can be an ideal context for supporting the development of young children with special needs and dual language learners. The authors offer recommendations concerning how to plan and implement STEM learning centers to support the meaningful participation of all children using a tiered perspective that includes the framework of Universal Design for Learning. Ideas and resources for how teachers can plan STEM learning centers, integrate literacy and arts, and interact in ways to support the engagement of all children, especially those with special needs and dual language learners are shared. These strategies are recognized as best practices, and adhere to position statements endorsed by NAEYC and the recommended practices developed by the Division for Early Childhood of the Council for Exceptional Children (DEC, 2014).

Designing and Implementing Inclusive STEM Activities for Early Childhood

2017 ◽  
pp. 222-249 ◽  
Author(s):  
Mary M. Donegan-Ritter ◽  
Betty Zan
Keyword(s):  
Early Childhood ◽  
Special Needs ◽  
Language Learners ◽  
Dual Language ◽  
Universal Design For Learning ◽  
Dual Language Learners ◽  
Stem Learning ◽  
Learning Centers ◽  
High Quality ◽  
Design For Learning

This chapter provides a rationale for high quality STEM experiences in inclusive early childhood (EC) classrooms, describes what high quality STEM experiences are and why they can be an ideal context for supporting the development of young children with special needs and dual language learners. The authors offer recommendations concerning how to plan and implement STEM learning centers to support the meaningful participation of all children using a tiered perspective that includes the framework of Universal Design for Learning. Ideas and resources for how teachers can plan STEM learning centers, integrate literacy and arts, and interact in ways to support the engagement of all children, especially those with special needs and dual language learners are shared. These strategies are recognized as best practices, and adhere to position statements endorsed by NAEYC and the recommended practices developed by the Division for Early Childhood of the Council for Exceptional Children (DEC, 2014).

Phonetic discrimination, phonological awareness, and pre-literacy skills in Spanish–English dual language preschoolers

2021 ◽  
pp. 1-34
Author(s):  
Sara A. SMITH ◽  
Sibylla LEON GUERRERO ◽  
Sarah SURRAIN ◽  
Gigi LUK
Keyword(s):  
Early Childhood ◽  
Phonological Awareness ◽  
Language Learners ◽  
Dual Language ◽  
Discrimination Task ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Speech Sounds ◽  
Language Exposure ◽  
English Dominant

Abstract The current study explores variation in phonemic representation among Spanish–English dual language learners (DLLs, n = 60) who were dominant in English or in Spanish. Children were given a phonetic discrimination task with speech sounds that: 1) occur in English and Spanish, 2) are exclusive to English, and 3) are exclusive to Russian, during Fall (age m = 57 months) and Spring (age m = 62 months, n = 42). In Fall, English-dominant DLLs discriminated more accurately than Spanish-dominant DLLs between English-Spanish phones and English-exclusive phones. Both groups discriminated Russian phones at or close to chance. In Spring, however, groups no longer differed in discriminating English-exclusive phones and both groups discriminated Russian phones above chance. Additionally, joint English-Spanish and English-exclusive phonetic discrimination predicted children's phonological awareness in both groups. Results demonstrate plasticity in early childhood through diverse language exposure and suggest that phonemic representation begins to emerge driven by lexical restructuring.

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