Running Head: EARLY LEARNING AND EARLY ENVIRONMENT 1

FACULTY OF SOCIAL SCIENCE ARTS AND HUMANITIES

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EARLY LEARNING AND EALRY ENVIRONMENT 2

Introduction

Safe, responsive, and nurturing environments are an important part of supporting the

learning and development of infants, toddlers, and preschoolers. Such environments also help to

prevent challenging behaviors and serve as a core component of interventions for infants and young

children with identified disabilities (Artioli, 2017). The aim of the following paper is to discuss

about the importance of a holistic approach in Early Childhood Education (ECE), components

needed in designing a classroom and the effectiveness of assessments and evaluation in ECE.

Holistic Approach

The term intellectual disability (ID) holds a wide scope of definitions. According to the

American Association on Intellectual and Developmental Disabilities (AAIDD), ID is characterized

by critical limitations in scholarly working and in versatile conduct as communicated in applied,

social, and viable versatile aptitudes (Esposito et al., 2012).

Designing a classroom

In accordance with the United Nations Convention of the rights of the children (1989) which

defines a 'child' as a person below the age of 18, this study aims to consider the same age focus of

children up to 18 years of age which includes adolescents age category as well. It is important to

investigate the adolescents age too because it is a significant transitional period where there is

combination of the social self, of one's personality and comprehension of the self in connection to

the social world. This is also when associations with companions, family and society experience

changes amid this time (Choudhury et al., 2006).

EARLY LEARNING AND EALRY ENVIRONMENT 3

Effectiveness of assessments and evaluation

Elementary schools offer successive open doors for students to rehearse social aptitudes, for

example, partaking with gathering exercises in the classroom, speaking during the break time, and

playing on the play area. For children without incapacities such as Autism Spectrum

Disorder(ASD), these open doors for good social abilities and corresponding friendships. Students

with ASD, however, may require considerable help from grown-ups to connect with their friends

amid these equivalent exercises. Frequently this help appears in the form of a teacher (Simpson &

Bui, 2017).

Conclusion
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References

Artioli, T. (2017). Understanding Obesity in Down’s Syndrome Children. Journal of Obesity and
Metabolism, 1(1) ,1-3.

Choudhury, S., Blakemore, S., & Charman, T. (2006). Social cognitive development during
adolescence. Social Cognitive And Affective Neuroscience, 1(3), 165-174. doi:
10.1093/scan/nsl024

Esposito, P.E., MacDonald, M., Hornyak, J.E., & Ulrich, D.A. (2012). Physical Activity Patterns of
Youth with Down Syndrome. Intellectual and Developmental Disabilities,50(2),109-119.

Simpson,L.A., & Bui,Y.(2017). Reading Buddies: A strategy to increase peer interaction in students

with autism.Intervention in School and clinic,53(1),44-49. doi: 10.1177/1053451217692570