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Early School Success: Equity and Access for Diverse Learners, Executive Summary (PDF)
By Lynette Aytch, Virginia Buysse , Eds.
2007

Summary: This paper presents articles from the FirstSchool Symposium on culturally responsive teaching and pedagogy as it relates to the educational achievement of young racially, culturally, and economically marginalized children. Issues related to preparing teachers for working with children from diverse backgrounds are explored. There is little agreement in the literature on the depth and breadth of knowledge that teachers need to work effectively with specific groups of children, how that knowledge should be mastered, how it should be integrated into teaching, and whether it actually makes a lasting difference in achieving positive child outcomes. Research has shown that early childhood teacher preparation programs may not sufficiently address the complex educational and developmental needs of young racially, culturally, and economically marginalized children. Research suggests that cooperative learning improves academic achievement, teaches social skills, and improves classroom climate. The Building Blocks model of inclusion is discussed, along with its relevance to FirstSchool. Essential components of the Building Blocks Model include: (1) high-quality early childhood education, (2) curriculum modifications, (3) embedded learning opportunities, and (4) child-focused instructional strategies.

Index Terms: Accessibility, Children With Special Needs, Disabilities, Diversity, Early Childhood Education, English Language Learning, Inclusion, Special Education Services, Young Children, Academic Achievement, Child Care, Early Childhood Education, Elementary Schools, Families, Intervention, Outcomes, Parent Involvement, Prekindergarten, Provider Performance, Public Schools, School Linked Services, Social Development, FirstSchool Initiative of FPG Child Development Institute, FPG Child Development Institute, Frank Porter Graham Child Development Center At The University Of North Carolina At Chapel Hill, Recognition and Response (R and R), Response to Intervention (RTI), University Of North Carolina At Chapel Hill

Publisher: Frank Porter Graham Child Development Institute

Publication Type: Reports (Descriptive)

Pages: 24 pages
Language: English
URL: http://www.fpg.unc.edu/~firstschool/assets/FirstSchool_Symposium_ExectuiveSummary_2007.pdf

Availability
Frank Porter Graham Child Development Institute
The University of North Carolina at Chapel Hill
CB #8180
Chapel Hill, North Carolina 27599-8180
919-966-0867
FAX: 919-843-5784
fpgmedia@unc.edu
http://www.fpg.unc.edu/main/

 
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