“Inclusion entails recognition of our universal oneness and interdependence. Inclusion is recognizing that we are one even though we are not the same” (Shafik Asante)
Goal 1 ~ Artifact 1A
ECED 531B 97A: Supporting Young Children’s Social Emotional Learning in Early Childhood Programs (Instructor: Dr. Molly Lawlor)
Assignment 5: Connect – Extend – Challenge
While learning about typical and atypical social development, intervention, and inclusion; I realized that I would like to know more about how I can facilitate play experiences and environments that support social skill development in all children, and particularly in children with special needs or disabilities. An ecological approach focuses on building a nurturing, responsive, and inclusive environment and climate that promotes healthy development for all children. “The development of positive social skills is critical to the successful inclusion of children with disabilities in community-based settings” (Cook, Klein & Chen, 2020, p. 210). A strength-based approach recognizes that each child brings gifts. “Each child has histories, contexts, gifts, capabilities, and potential that can be honoured and nurtured with responsive and productive practices and environments” (British Columbia Early Learning Framework, 2019, p. 25). Early childhood educators have an important role to support children with specials needs or disabilities so they can play, interact socially, establish relationships with their peers, and feel a sense of belonging within the class community. Play can be a powerful, motivating, and meaningful way for children to develop positive and productive social skills.
Writing this paper, enhanced my understanding of how to provide all of my students with equal access to meaningful powerful play, positive social interactions, and effective social skill development. “Regardless of socio-economic status, geographic isolation, gender, sexuality, ethnicity, abilities and learning needs, and family structure and values, every child should be welcomed and empowered to pursue their gifts” (British Columbia Early Learning Framework, 2019, p. 25). Reflecting on this topic, allowed me to continue to work towards incorporating approaches that are equitable, inclusive, and child-centered by focusing on the unique context of each child. As “[t]he goal of inclusion requires educators to consider creating physical spaces, routines, or approaches that will allow each child to participate, to think, and to discover in his or her unique ways” (British Columbia Early Learning Framework, 2019, p. 25). This paper illustrates how play can be used to support children’s learning and growth in the area of social skill development to encourage overall success, health, happiness, and well-being.
Read Online: Creating Play Experiences and Environments that Support the Development of Social Skills
Download PDF: Creating Play Experiences and Environments that Support the Development of Social Skills
References
Asante, S. (2002). What is inclusion? Toronto: Inclusion Press.
Cook, R. E., Klein, M. D., & Chen, D. (2020). Adapting early childhood curricula for children with
special needs (Tenth ed.). Pearson.
Government of British Columbia. (2019). British Columbia Early Learning Framework. Retrieved
from: https://www2.gov.bc.ca/assets/gov/education/early-learning/teach/earlylearning/early_
learningframework.pdf