Abstract
The purpose of this paper is to provide an inclusive framework for supporting all children in early childhood education classrooms while also considering early learning standards, curricula, and everyday activities and routines. We describe universal design for learning, multi-tiered systems of support, embedded learning opportunities, and how these practices can be intertwined to support the early development and learning of all young children. Within universal design for learning we describe the multi-sensory ways early childhood educators can represent information, engage young learners, and facilitate expression. Multi-tiered systems of support promote intentional and individualized instructional decision-making guided by data to support children in attaining target learning objectives. We describe embedded learning opportunities which are intentional and naturalistic opportunities to work on specific skills throughout daily activities and routines. Sample informal assessments and additional resources to learn more about each of these practices are included.
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G. Coogle, C., Storie, S. & Rahn, N.L. A Framework for Promoting Access, Increasing Participation, and Providing Support in Early Childhood Classrooms. Early Childhood Educ J 50, 867–877 (2022). https://doi.org/10.1007/s10643-021-01200-6
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DOI: https://doi.org/10.1007/s10643-021-01200-6