Dr. Teresita G.

Inciong
Vice-Chairperson and Executive Director
ECCD Council
 I Dream of the Day
Isauro Michael Escamilla

I dream of the day when all the schools are

designed keeping in mind that these
spaces are for active, inventive, creative
children, full of life.

I dream of the day when all the schools

include a school yard garden and when all
the children are served fresh, organic,
healthy foods, three times a day.
I dream of the day when parents are given
enough time to bond with their newborn
children without the fear of losing their jobs
or a paycheck.

I dream of the day when all teachers and

home care providers get the training they
need, the financial compensation they
should have and the respect they deserve.
I dream of the day when bilingual children are
given credit for preserving their home language
and culture, instead of being placed in special
education classes under the assumption that
they suffer from a language delay.

I dream of the day when young children are

given the opportunity to express their
knowledge and understanding not only through
the spoken language, but also through the
language of painting, drawing, music,
movement, poetry, sculpture, photography and
many other languages.
I dream of the day when education in the
early years is a memorable, enjoyable,
exciting experience for children and their
families.

I dream of the day when schools are places

where children, families, and educators see
themselves as both teachers and learners
with the power to both acquire and
generate new knowledge.
I dream of the day when schools for
young children are considered
cocoons, where creativity finds its
wings, and where no child is bullied for
being different.

WE CAN START MAKING SOME OF THESE

DREAMS COME TRUE. WHAT ARE YOUR
DREAMS?
 Outline
I. Diverse Children
II. Developmental Expectations or
Milestones of Development: A Review
III. Bridging the Gap for Children and
Families
IV. Promoting Inclusion in Early Childhood
Programs
 Facts
All children are UNIQUE.
Children with disabilities are DIFFERENT FROM
ONE ANOTHER.
Each disability has a different IMPACT on a
child’s ABILITY.
Children may have the same disability to
DIFFERENT DEGREES.
Within Early Childhood Programs, children are
to be encouraged to DEVELOP THEIR ABILITIES.
Think! All Children
born are
willing to
learn
Insert picture of children
 Diverse Learners
Neglected Children
Children with Disabilities
Orphaned and
Homeless Children Abandoned
Children from Indigenous Peoples
Migrant Learners
Delinquent or youth
offenders Children with Different
Religious Beliefs
Diverse Learners may include but
not limited to:
 Children With Disabilites
 Migrant Learners – children who move across
borders, with or without parents and/or legal
documents
 Homeless – living on the streets
 Neglected - those not given basic needs
 Delinquent Children – those who have violated a
criminal law or engaged in a disobedient, indecent
or immoral conduct
 Children of Indigenous Peoples – ethnic
groups who are descended from original
inhabitants of a given region
 Those belonging in different religious beliefs
 Children at risk – victims of abuse, neglect,
have emotional, mental or behavioral
disturbances, involved in juvenile justice
system
 Orphaned and Abandoned
Embracing Diversity
o Recognizing and valuing
differences, ensuring that all
learners’ needs are met.
o Ensuring that diverse learners
can pursue their interests and
attain their fullest potential
Developmental
Expectations
“Childhood is a journey,
not a race.”
Different cultures Prioritization of
have different certain aspects of
expectations development
 Developmental Expectations
(Milestones)
Socio-
Gross Motor Cognitive Language
emotional
Displays
preference
Gets your Rolls ball
Pulls to attention interactively
for certain
1 year old stand at objects by
with sounds, with
furniture gestures and
reaching for
pointing
caregiver
these

Looks for Responds

Walks Combines
completely with
backwards two-four
2 years old and hidden words in
pleasure
to friendly
sidewards object phrases
people
 Socio-
Gross Motor Cognitive Language
emotional

Climbs Exhibits Understands Identifies

stairs with
simple Wh-
3 years old minimal feelings
or no pretend questions in others
suppot play

Sorts Tells stories Honors a

Stands on
objects simple
one foot for with
based on
4 years old seconds
attributes
beginning, bargain
without middle and with
(shape,
support end caregiver
color)
 RED FLAGS
 Range of Functional
Indicators used to monitor
healthy child
development as well as
potential problem areas
for child’s development
Children who fall through the
Cracks
Developmental Delays
Developmental Delay
– delay in just one area
Global Developmental Delay
– delay in at least two (2) areas
of development
Developmental Disability
A severe, chronic disability that:
Originates at birth and during childhood
Attributable to physical or mental
impairment, or both
Substantially restricts the child’s
functioning in several life activities
Bridging the Gap

Crossing the Divide

Bridging the Gap Means…
Starting RIGHT and
EARLY by identifying
children’s NEEDS and
WORKING WITH
FAMILIES
Working With Families
o There is a DUTY TO REPORT to
parents
o Trust your INSTINCTS and
DOCUMENT THEM properly
o Be SENSITIVE to family feelings
– WORDS MATTER
o SUPPORT the family
 Inclusion: Philosophy
and Practice
o Developmentally
Appropriate Practice
o Inclusion for Early Childhood
Programs
 Quiz: True or False
___ 1. Children with special needs can easily access
any classroom.
___ 2. Children with special needs can access many
classroom areas independently.
___ 3. There are many materials and equipment that
children can access and use independently.
___ 4. Adults monitor how children use materials and
equipment and provide the necessary support for
children who have difficulty using the materials.
___ 5. Adults organize the space and activities to
encourage peer interaction.
 Quiz: True or False
___ 6. Adults in the classroom support children in having
conversations with other children.
___ 7. Classrooms have a great variety of recommended
toys, materials, and equipment selected to meet
individual needs and to promote the participation
of all children.
___ 8. Inclusion looks the same for every child.
___ 9. Parents are the best experts of what would best
meet the needs of their child.
___ 10. Classroom teachers reflect on their own personal
philosophy of serving a diverse set of children.
“Early Childhood Inclusion embodies the values, policies, and
practices that support the right of every infant and young child
and his or her family, regardless of ability to participate in a
broad range of activities and contexts as full members of
families, communities, and society. The desired results of
inclusive experiences for children with and without disabilities
and their families include a sense of belonging and
membership, positive social relationship and friendships, and
development and learning to reach their full potential. The
defining features of inclusion that can be used to identify high
quality early childhood programs and services are access,
participation, and supports.”

Joint Position Statement, NAEYC and Divison of Early Childhood

Features of Inclusion
Providing access
ACCESS to a wide range of
opportunities,
activities,
PARTICIPATION environments

Providing necessary
SUPPORTS individualized
accommodations for full
participation in play and
learning
HIGH QUALITY
EARLY Systems-level
CHILDHOOD support among all
INCLUSION stakeholders
Benefits of Inclusion:
• Child with a disability
• Other children in the class
• Child Development Teacher/Worker
• Families
• Community
• Policy Makers
Early Intervention

HOME SCHOOL
 “Many things we need can wait.
The child cannot. Now is the time
his bones are formed, his mind
developed. To him we cannot say
tomorrow, his name is today.”

-Gabriela Mistral,
Poet Nobel Prize for Literature Winner