Early Childhood Diverse Learners Project
Introduction

ECE (early childhood education) programs include all sorts of academic programs used to educate children in pre-school years. The early educational system in America experienced significant growth during the latter half of the 20th century. This particular trend allowed most of the children in America to at least have access to some sort of ECE. There are different kinds of ECE programs, and they go by a variety of names such as pre-kindergarten and pre-school. (Advameg, 2020).

Section 1

Name of Public School Selected for the Project: Chicago Public Schools – Bennett Elementary

Your Name:

Date:

Section 2

Demographic overview of the early childhood setting

The school is meant for pre-school kids (aged between 3 to 5 years). The school’s physical surrounding is specially designed to meet the needs of all children, and it has two pre-school classrooms. One classroom has 18 students (aged 4 to 5 years old), and the other one has 16 students (aged 3to 4 years old). The classes are very colorful and eye-catching. Also, the classrooms were furnished with age-appropriate furniture. Other things that were also taken care of include the easy access to books for varying reading levels, positioning learning materials within reach on the shelves, and leaving enough space around the classroom to facilitate the easy movement of kids on wheelchairs. The students are of African-American ethnicity, and 95.6 percent of the students are from low-income families. When it comes to diversity, Bennett Elementary has 10.2 percent, diverse learners.

Section 3

Early childhood programs

The local school districts are the ones responsible for the provision of pre-school special education programs and services, including thorough assessments. In this particular school, kids between the ages of 3 to 5 are normally scheduled for an assessment by a multi-disciplinary group of professionals, which takes place at the school. The assessment team includes psychologists, therapists, and teachers who all take part in the comprehensive evaluation (Slentz, 2010). The school provides a free, full-day pre-school initiative. Every child, despite their demographic or income, are allowed to access high-quality learning encounters. Both regular, as well as blended full-day pre-school initiatives, included breakfast, interest areas, morning meetings, small group teaching, quiet time, lunch, gross motor sessions, and small and large group read-louds. The Creative Curriculum that is founded in scientific studies and grounded on comprehensive child development values, is also used in educating the children.

Related services

Special needs services offered in the school include physical therapy and language/speech pathology. Students who have ASD (Autism Spectrum Disorder) might have speech-language challenges. These challenges include trouble talking (varying from, for instance, stammering to the incapacity to produce any sound), challenges processing, or understanding language, as well as a hard time comprehending non-verbal communication. Therapy is conveyed wither in individual or group sessions but has to be provided by an individual with emergency certification or an SLP. SLPs can also offer consultation services to pupils that do not necessarily qualify for the language-speech services. When it comes to special education, Bennett Elementary has a counselor, case manager, and speech therapist.

Bennett presently has two full-day classes. One of the classes is for children aged four while the other one is for those aged 3. The pupils must have turned either 3 or 4 years by 1st September of the present year. Children aged four are given priority, and the spots left are given to children aged 3. In a classroom whereby most of the students are aged 4, the teacher-child ratio...…administration process, teacher-student ratio, curriculum, budgeting needs, as well as the pre-kindergarten addendum. The principal splits these roles with the assistant principal.

Section 8

Reflection

This particular project allowed me to learn about new concepts and also increased my understanding of instructional methodologies and teaching aids. While driving this project, I learned that kids’ learning takes place through a developmental series. Properly-designed curricula are this founded on activities that are developmentally sequenced, and high-quality teaching practices require teachers that are well conversant with these sequences. Learning curves can assist teachers of young students in understanding and be responsive to the students’ developmental constraints and processes as well as their capacity to ponder about and comprehend content. The learning curves construct arranges, links, and operationalizes both pedagogical and content knowledge, for instructing particular subject-matter. Also, it brings an important knowledge aspect acquired from educational and psychological research regarding how kids learn and think. Comprehending and utilizing learning and teaching developmental sequences requires instructors to properly understand the elements of different learning curves in all subject-matter.

With regards to the role of school principals, they are aware that classroom teaching can be most efficiently enhanced via the process of joint discussion and inquiry, instead of instructors working alone. One of the most important roles of principals is to assist instructors in developing a proper understanding of the role of evaluations in early learning. Efficient principals are aware that the final goal of evaluations is to enhance both student learning and the teacher’s way of teaching. Principals need to know that early childhood evaluation are different from those given to students in higher classes. The former needs to cover several areas and should be conducted within the framework of day-to-day activities and over the duration of time.…