Young children are born scientists. At birth they are interested in their environments and respond quickly to positive experiences. Adults often inadvertently stifle this natural interest in the world by embedding unfounded fears of animals and objects in an effort to keep them safe. When young children leave quality early childhood programs and enter schools that redefine their scientific interests to fit a narrow curriculum focus of science, their knowledge and interest in science diminishes (US Department of Education, 2007). For young children science is not just facts in a content area, but a way of thinking and feeling about the world. The young child’s eagerness to understand the world around him provides knowledgeable adults with a window of opportunity for creating a strong love of science and a curiosity and enthusiasm that will support his desire to learn for the rest of his life.

Piaget (1962), Dewey (1930), Elkind (2004) as well as the National Association for The Education of Young Children have clearly outlined the importance of play and discovery experiences in the acquisition of scientific thinking.  Play should be the vehicle that allows children to explore and discover knowledge. Curriculums used to support the acquisition of science knowledge should be play based (NAEYC, 2008).

Play allows children to develop inquiry reasoning. Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on evidence derived from their work. It also refers to the activities of children in which they develop knowledge and understanding of scientific ideas and understanding of how scientists study the natural world. (NAS, 1996).

The Beyond Centers and Circle Time Theme Series has been written to help teachers provide rich developmentally appropriate experiences that will inspire children’s creativity and scientific inquiry. Play with unit blocks, mud, and other construction play materials both inside and outside the classroom allow children to experiment and draw conclusions about their experiences. Play opportunities that provide children with information about the natural world expand their cognitive knowledge, enhance their curiosity, and increases their reflective and expressive vocabularies. 

All of the nine themes provide experiences that encourage children to compare and contrast events and objects, to classify, and explore, as well as create. The teachers are provided information that will help them to extend the children’s questions and interests. Teacher’s must be involved with the children and support their thirst for knowledge and development of inquiry reasoning skills. Young children love to know interesting facts about animals, plants, and objects. The theme series provides these facts for the teachers. An example can be found in “Insects and Spiders” where teachers using the BCCT Theme Series will find information about ladybugs, bees, ants, and spiders. Many adults give wrong information to children telling them that spiders are insects or that all ladybugs are red and black. The themes are written to provide both the adults and children with correct information about insects and spiders and to expand everyone’s appreciation for the importance of these animals in our world.

The Florida Performance Standards for three and four year olds as well as the Florida Voluntary Pre-Kindergarten standards have a sub-domain under Cognitive Development and General Knowledge called Scientific Thinking. The indicators in this area are as follows:

1. Uses senses to observe and explore classroom materials and natural phenomena
2. Begins to use simple tools and equipment for investigation
3. Makes comparisons among objects

In these same standards the other main domain that supports the development of scientific knowledge is Approaches to Learning and the sub-domains are Eagerness and Curiosity, Persistence, Creativity/Inventiveness, and Planning and Reflection. The indicators in this area are as follows:

1. Shows eagerness and curiosity as a learner
2. Attends to tasks and seeks help when encountering a problem
3. Approaches task with flexibility and inventiveness
4. Shows some planning and reflection

A rich well planned and scaffolded play environment can easily embed these standards providing young children with ample opportunities to develop into curious, eager, and competent learners. The Beyond Centers and Circle Time Theme Series is written to provide young children with exciting learning experiences that is guaranteed to enrich and expand their science thinking and knowledge. The Beyond Centers and Circle Time Theme Series have such experiences described in detail throughout the nine themes. The following five have a very strong natural science focus:

• Animals in the Jungle
• Birds in My Neighborhood
• Oceans and Ocean Life

• Amphibians and Reptiles

• The Farm and The City

Bibliography

Dewey, J. (1930). Democracy and children. New York: Macmillan.

Elkind, D. (2004). Educating young children in math, science, and technology. Dialogue on Early Childhood Science, Mathematics, and Technology Education. Washington, DC: Project 2061, American Association for the Advancement of Science.

Florida Department of Education. Florida voluntary prekindergarten education standards. (2005).

Florida Partnership for School Readiness. Florida school readiness performance standards for three-, four-, and five-year-old children. (2002).

National Academy of Science (1996). National science standards. Washington, DC: Nationhal Academies Press.

National Association for the Education of Young Children. (1997). Developmentally appropriate practice in early childhood programs, Revised edition. S. Bredekamp, & C. Copple, (Eds). Washington, DC: National Association for the Education of Young Children.

National Association for the Education of Young Children, (Spr. 2008). Play, policy, and practice CONNECTIONS. Play, Policy, & Practice Interest Forum of the National Association for the Education of Young Children.

Piaget, J. (1962). Plays, drams, and imitation in childhood. New York: Norton

U. S. Department of Education (2007). NAEP 1996-2005. Institute of Education Sciences. National Center for Educational Statistics (NCES).

Information contributed by Dr. Pamela Phelps.  Dr. Phelps has over 40 years experience working with young children and their families. For nine years she taught kindergarten and first-grade in the public schools of Wakulla and Leon Counties in the state of Florida. For the past thirty years she has been the Owner/Director of the Creative Pre-School, providing care for approximately one hundred and thirty children, ages two months to six years, on a full day, year round basis. Creative has been chosen as a national and state model for the inclusion of young children with disabilities; Nationally Accredited by the National Association for the Education of Young Children; and "A Gold Seal" program in the state of Florida. It is also the home of The Creative Pre-School Model Program Curriculum: Beyond Centers and Circle Time©. Dr. Phelps is the Vice-President of The Creative Center for Childhood Research and Training, a non-profit corporation, providing training and program consultation for adults working with young children. CCCRT conducts and supports research, and makes presentations to professional and non-professional groups on a variety of subjects concerning young children and their families.

Challenging Behavior: "Challenging behaviors (or problem behaviors) result in self-injury, injury to others, cause damage to the physical environment and/or interfere with the acquisition of new skills, and/or socially isolate the learner" (Doss & Reichle, 1991).

The Best Form of DISCIPLINE IS ALWAYS PREVENTATIVE

Creating an Environment that is Proactive: Prevention is easier than finding a cure

Placement - Look at appropriate placement options. Sometimes an environment or situation can be too stressful for a child.

Curriculum - The unwritten curriculum involves the consisten use of appropriate social skills. A child with poor social skills will not be easily accepted by his/her peers.

Materials - Select materials, which encourage interaction and lessen the possibility of the child's reacting in a negative manner.

Keep rules simple.

Make consequences natural and be consistent.

Keys to Success:

• Create a physical environment that promotes interaction.
• Establish rules that guide behavior.
• Provide materials that encourage persistence and attention.
• Develop a routine that establishes transitions and routines.
• Be flexible!

Deciding When to Use a Communicative Replacement

When a teacher chooses to replace the challenging behavior with a communicative alternative, there must be general agreement that the function of the behavior was acceptable but the form used to achieve the outcome is unacceptable.

If the teacher chooses to teach a communicative replacement, he/she must ensure that the communicative replacemetn serves the same function as the challenging behavior. When replacing socially motivated challenging behaviors with communicative alternatives, the teacher must decide whether the child's communicative function will be reinforced.

Books that Support Social Competence & Positive Behavior

We are Best Friends by Aliki

A Day's Work by Eve Bunting

Good Thing You're Not an Octopus by Julie Markes

Edward the Emu by Sheena Knowles

Contributed by Clarissa Willis, Ph.D.  Dr. Willis has worked for the past 20 years on behalf of children with autism spectrum disorder and their families. She is the author of five books including the award-winning titles Teaching Young Children with Autism Spectrum Disorder and Inclusive Literacy Lessons for Early Childhood. Her articles on child development and early childhood special education have been published both nationally and internationally. Formerly an Associate Professor of Special Education and the Associate Director of the Center of Excellence in Early Childhood Learning and Development at East Tennessee State University, she currently works as an early childhood consultant and frequent speaker at national and international conferences. Dr. Willis lives in Winston-Salem, North Carolina.

Using Observation Skills to Guide Instruction

Direct observation is one of the best methods to use, which will help you know how to plan activities for infants and toddlers with special needs. These guidelines will help you know what to observe and how to document the observations:

1. Select a method for recording your observation that is easy to use and convenient.
2. Practice observing what the child says, does, and how he acts. Record exactly what you hear and see, not what you feel.
3. You should write down your observations as close to the time they occur as possible.
4. Describe the context of the child’s behavior and actions.
5. While you observe the child, you may see something you want to examine further.
6. Try to observe the child in a variety of settings and at different times during the day, as this will give you multiple opportunities to document not only what happens but also when it happens.

Infant-Toddler Life-Skills Fall into these Categories:

Feeding

• Progressing from bottle feeding to simple finger foods
• Using utensils to eat
• Simple table rules
• Social context of meal time

Toileting

• Recognizing when a diaper change is needed
• Anticipating the need to go to the bathroom
• Asking to go to the toilet
• Taking care of own toilet needs
• Washing hands after toileting
• Handling unplanned situations

Daily Routines

• Brushing teeth
• Washing and drying face
• Tolerating a bath

Dressing

• Getting dressed for school
• Preparing to go outside (putting on a coat, mittens, etc.)
• Putting on shoes
• Taking off clothes 

Toileting

 According to Bailey and Wolery (1992), toileting is a unique skill for three important reasons:

1. It is a major developmental accomplishment that not only signals a high degree of independence, but is often a high-priority skill for families and care providers.
2. Toileting is a skill that has complex physical requirements as well as learned behaviors, such as knowing when and where to release urine and feces.
3. It is unique from other developmental milestones in that it is primarily controlled by the child.

Follow these general guidelines for teaching toileting skills to children with special needs:

1. After careful observation, decide if the child has the pre-requisite skills needed to begin toilet training.
2. Collect data about how often the child needs a diaper change and the times when he usually needs a diaper change.
3. Learn to identify signs, such as facial gestures, noises, or other cues that he is about to go to the bathroom.
4. Provide opportunities for children to observe others going to the bathroom. For example, if the teacher takes two or three children to the bathroom at the same time, invite the child with special needs to go along and give the child a “turn” at sitting on the toilet, even if nothing happens.
5. Begin training while the child is sitting on the toilet.
6. Help the child communicate (signs, gestures, speech, or pointing to a picture) that he needs to go to the bathroom.
7. Teach each skill the child will need in a toileting routine. Keep in mind that some children may be able to partially participate in the process before they are able to complete a step independently.
8. Expect accidents to happen and don’t make a crisis out of them when they occur.

These are some general guidelines for feeding infants and toddlers with special needs:

1. For toddlers who may be resistant to new foods, look for opportunities to learn about new foods, such as playing a smell game. Encourage tasting games where each child takes a small bite of a new or unfamiliar food.
2. Make mealtime a nurturing, playful, and positive time together. Avoid getting overly concerned if the child does not eat enough. Accept the fact that you may have to allow extra time for the child with special needs to eat.
3. Offer choices whenever possible. Choice making is a critical skill and reinforces independence. Practice offering the child two different foods on two spoons, let him smell the food, and then honor his choice. Remember, he may not choose the preferred food by vocalization – instead, he might lean his body toward the food.
4. Use mealtime as an opportunity to communicate. Be positive and talk about what the child is eating. Do not coerce the child to eat, and avoid communicating on how much or how little he eats.
5. Realize that some infants and toddlers are neophobic (psychologically afraid of new activities) about food and may require extra opportunities before they feel secure enough to try a new food.
6. Offer opportunities for infants and toddler to practice eating independently and do not be concerned about the “mess.” Remember that the main idea is to eat the food; there will be time, later, to deal with how he eats it.

Contributed by Clarissa Willis, Ph.D.  Dr. Willis has worked for the past 20 years on behalf of children with autism spectrum disorder and their families. She is the author of five books including the award-winning titles Teaching Young Children with Autism Spectrum Disorder and Inclusive Literacy Lessons for Early Childhood. Her articles on child development and early childhood special education have been published both nationally and internationally. Formerly an Associate Professor of Special Education and the Associate Director of the Center of Excellence in Early Childhood Learning and Development at East Tennessee State University, she currently works as an early childhood consultant and frequent speaker at national and international conferences. Dr. Willis lives in Winston-Salem, North Carolina.

 Setting the Stage for Success

To help optimize development across all domains, there are several aspects of the environment that must be considered, including:

• Arrange the physical space to ensure that the environment is accessible by all children.
• Follow a daily schedule that promotes optimal activity and development, while keeping in mind the unique needs of a young child with special needs.
• Set up activity areas and learning centers that encourage learning, along with play and exploration.
• Promote independence.
• Provide appropriate and adaptable materials that enable learning of important problem-solving skills.
• Provide environments that promote positive interactions and the development of social skills.

According to David and Weinstein (1987), environments should fulfill five basic functions for young children: 

1. Foster personal identity and a sense of belonging.
2. Enable children to develop confidence and master new skills.
3. Provide opportunities for growth in stimulating surroundings.
4. Encourage a sense of security and trust by being safe, warm, inviting, and predictable.
5. Designed so that children have opportunities for both social interaction and privacy. 

Arranging the Physical Space for Accessibility by all Children

A responsive environment for infants and toddlers with special needs includes:

• Materials designed to be challenging and provide feedback.
• Adults who know how to read non-verbal communication signs.
• A physical setting that is not too crowded or overwhelming.

When arranging a daily schedule for infants with special needs, it is important to allow as much flexibility as possible. In general, these aspects should be considered:

·        Most infants are more alert in the morning.

·        There should be multiple times during the day allotted for active play, rest, eating, and quiet play.

·        Feeding an infant with special needs may take longer than usual.

·        While some infants with special needs require more rest and sleep than their peers, many require less.

·        Consideration must be given for the child’s therapies, such as speech, language, physical therapy, or occupational therapy.

The Toddler Arrives

Arrival time may well be the most important time of the day for a toddler. However, there are methods that may help the reluctant toddler with special needs deal with anxiety after his arrival:

1. Greet the child the same way each day.
2. Lean or squat down, so you are at eye level with him, and remember to call him by name.
3. Keep in mind that a child with special needs, especially a child with sensory impairments, may respond better if you gently touch him on the arm or should when you address him.
4. Try using music to help the toddler transition to your classroom. Try the “Welcome Song” (shown below) to help with transitions.

Welcome Song

(Sung to the Tune of Three Blind Mice)

Hello __________(insert child’s name)

Hello __________(insert child’s name)

I’m glad you’re here! I’m glad you’re here.

Let’s put your things away and find out what to do today,

Hello __________(insert child’s name)

Hello __________(insert child’s name)

      5. Some children with special needs may need extra cues, to help them understand what is expected of them. Try using a communication apron (apron with pictures attached) or a picture schedule to show the child what to do when he arrives.

While a toddler schedule is usually more structured than an infant schedule, it is still important to keep in mind that children with special needs may need more flexibility, especially with respect to the times when they need to eat or rest. Most daily schedules for toddlers include: 

• Large group time (usually two or more per day);
• Small group time;
• Individual instruction;
• Free-choice time (usually spent in learning centers);
• Creative activities (art, music, drama, etc.);
• Transitions between activities; and
• Time for active play and climbing, either outdoors or indoors.

Let’s look at each of these and how they can be adapted for children with special needs.

Large Group Time

In order to make this time meaningful for toddlers and young children with special needs, remember to keep it short (less than five minutes) and follow these guidelines:

• Plan activities that require participation by the whole class.
• Keep large group time as short as possible.
• Make the activity as meaningful as possible for the child with special needs.
• Incorporate movement and music during the large group instruction.
• Make sure seating is comfortable.
• Consider making large group time optional

Small Group Time

Small group time usually involves working with only a few children. Some guidelines for helping children with special needs function in a small group include:

• Review what was previously learned, keeping in mind that after a long break like a holiday or long weekend, the child may need extra review.
• Remember that children with special needs have trouble generalizing information; provide as many concrete examples as possible.
• During small group time, provide multiple opportunities for participation. Ask questions frequently and look for ways to keep the child engaged. If he is non-verbal, look for ways to help him be part of the group.
• Offer the child opportunities to practice.
• Toddlers with special needs require extra time to process new information, so plan accordingly.
• Provide positive feedback, and don’t forget to praise a child for his attempts, even if those attempts are not successful.

Table 1 – Modifications for Learning Centers

Contributed by Clarissa Willis, Ph.D.  Dr. Willis has worked for the past 20 years on behalf of children with autism spectrum disorder and their families. She is the author of five books including the award-winning titles Teaching Young Children with Autism Spectrum Disorder and Inclusive Literacy Lessons for Early Childhood. Her articles on child development and early childhood special education have been published both nationally and internationally. Formerly an Associate Professor of Special Education and the Associate Director of the Center of Excellence in Early Childhood Learning and Development at East Tennessee State University, she currently works as an early childhood consultant and frequent speaker at national and international conferences. Dr. Willis lives in Winston-Salem, North Carolina.

Social Interaction

• Social interactions with other people, both physical (such as hugging or holding) and verbal (such as having a conversation).
• Children with ASDs do not interact with other people the way most children do, or they may not be interested in other people at all.
• Children with ASDs may not make eye contact and may just want to be alone.
• They may have trouble understanding other people’s feelings or talking about their own feelings.
• A child with an ASD may not like to be held or cuddled and may not form the usual attachments or bonds to other people.

Communication

• Communication, both verbal (spoken) and nonverbal (unspoken)
• About 40% of children with ASDs do not talk at all. Other children have echolalia, which is when they repeat back something that was said to them.
• Or a child may repeat a television ad he heard sometime in the past.
• Children with ASDs may not understand gestures such as waving goodbye. They may say “I” when them mean “you” or vice versa.
• Their voices may sound flat and it may seem like they cannot control how loudly or softly they talk.
• Children with ASDs may stand too close to the people they are talking to, or may stick with one topic of conversation for too long.

Why do children with autism have so much trouble communicating?

• Effective communication is more than just sending and receiving messages.
• It requires that one person, either the sender or the receiver of the message, interact with the other person.
• Actually, in order for the interaction to be successful, the other person must reciprocate in some way.

A child will communicate when:

• He is able to attend to what is being said.
• He is able to understand what is said.
• He experiences the responsiveness of others to his attempts at communication.
• He has reason to communicate.
• He is motivated.
• Look for reason why he might or might not communicate.
• Learn to recognize that children with autism do not communicate in the same way as their peers.

Contributed by Clarissa Willis, Ph.D.  Dr. Willis has worked for the past 20 years on behalf of children with autism spectrum disorder and their families. She is the author of five books including the award-winning titles Teaching Young Children with Autism Spectrum Disorder and Inclusive Literacy Lessons for Early Childhood. Her articles on child development and early childhood special education have been published both nationally and internationally. Formerly an Associate Professor of Special Education and the Associate Director of the Center of Excellence in Early Childhood Learning and Development at East Tennessee State University, she currently works as an early childhood consultant and frequent speaker at national and international conferences. Dr. Willis lives in Winston-Salem, North Carolina.

What is autism?

Autism is a complex biological disorder that generally lasts throughout a person’s life. It is called a developmental disability because it starts before age three, in the developmental period, and causes delays and problems with many different ways in which a person develops or grows.

Words that describe autism:

• Puzzle
• Enigma
• Patterns
• Spectrum
• Life altering

What is a spectrum disorder?

Autism is considered to be a spectrum disorder because the characteristics range in severity and in type. They can be mild such as in the case of some children with Asperger’s Syndrome or quite severe.

Types of Autism Spectrum Disorder (ASD)

• Autism
• Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS)
• Asperger’s Syndrome
• Rett’s Syndrome
• Childhood Degenerative Disorder

Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS)

• Diagnosis used when there is a severe and pervasive impairment in the development of reciprocal social interactions or verbal/non-verbal communication skills.
• May occur with stereotyped behaviors, interests and activities are present but do not meet the DSM-IV criteria.

 Asperger’s Syndrome

• Children present classic autistic behaviors but later become verbal and can socialize
• Lack of empathy
• Inappropriate one-sided interaction
• Intense absorption with items or routines
• Cognitive, self-help and adaptive behaviors develop somewhat normally.

Rett’s Syndrome

• Girls only
• Head-growth decelerations
• Loss of previously acquired behaviors
• Hand-wringing
• Eating jags
• Severe-progressive dementia

 What autism is not!

• Curable
• Preventable
• Life-threatening
• Contagious
• Caused by over-reactive parents
• More common in one race
• A disease

Contributed by Clarissa Willis, Ph.D.  Dr. Willis has worked for the past 20 years on behalf of children with autism spectrum disorder and their families. She is the author of five books including the award-winning titles Teaching Young Children with Autism Spectrum Disorder and Inclusive Literacy Lessons for Early Childhood. Her articles on child development and early childhood special education have been published both nationally and internationally. Formerly an Associate Professor of Special Education and the Associate Director of the Center of Excellence in Early Childhood Learning and Development at East Tennessee State University, she currently works as an early childhood consultant and frequent speaker at national and international conferences. Dr. Willis lives in Winston-Salem, North Carolina.

In From My Side: Being a Child, the photos by Sylvia Chard and Yvonne Kogan tell an inspirational story about childhood from the child’s point of view.  This beautiful book, filled with hundreds of color photographs from many different countries, makes a great gift for directors, teachers, trainers, or parents. It invites you to look through a window into the lives of children everywhere. Children are never still. They are always acting and reacting, thinking and speaking, anticipating and reflecting.

Directors, teachers, trainers, or parents will enjoy seeing what catches the interest of these young adventurers, explorers, and thinkers. The photographs in this book illustrate and explore the experience of children, who learn to make sense of their world by interacting with people, places, and objects they encounter in their homes, in public places, in schools, and in daycare centers. Each section of the book reflects a vital part of how children discover their world. You hear the laughter of children dressed for a festival dance, the coos and gurgles of infants in their mothers' arms, and squeals of delight as children skip rocks in a stream.  Nurturing and sharing in their journey of discovery is what parenting and teaching are all about.

Sylvia C. Chard is a Professor Emeritus at the University of Alberta. She has been an elementary and high school teacher, as well as an education professor, and shares with schools around the world her practical approach to child-sensitive learning. She is co-author with Lilian G. Katz of the book, Engaging Children’s Minds: The Project Approach. Yvonne Kogan is a Principal of the Early Childhood Department and co-owner of Eton School in Mexico City, Mexico. 

In reflecting on how they have seen children responding to the world about them, the authors observe...

"Whether rich or poor, sick or healthy, urban or rural, the children we see are taking in the world around them in their own personal ways.  Whether in refugee camps, big cities, towns, suburbs, or small villages, children are sensitive to opportunities to understand how things work, who does what, where and how things happen.  In schools, orphanages, and homes, with families, caregivers, teachers, other children and adults, young human beings are making their own sense of their lives.

"Within cycles of experience, of noticing, investigating, representing, and sharing, there are periods of calm reflection.  At various times, you can see children taking time out from their engagement with ideas and action, and floating freely within their personal worlds.  As they relax, play, reflect, or daydream, they are becoming ready for the next interesting event to invite their participation.

"As each new cycle of experience begins, children are open to new ideas and activities.  They can follow instructions and suggestions and can respond to encouragement from adults.  They can also initiate investigations and play out their understanding within the environments provided for them by the adults upon whom they depend.  We see children where they are as they move on through their daily lives from one beginning to another."

 “Computers are part of our modern world, and when integrated into the early childhood classroom they can be effective learning tools. The important thing to remember is that technology can be integrated into learning centers appropriately as long as the child is an active learner who can touch, feel, experiment and create within that environment"

 —Rebecca Isbell, author of The Complete Learning Center Book (revised edition) 

We Live in the Age of Technology 

Young children are curious about the things around them, and early childhood classrooms provide an environment where children can learn about and explore their world. Technology is a part of everyday life in the modern world. Years ago, the latest “technology” was a chalk board; today, it includes such things as “smart boards” and even computerized “smart tables” where children can interact with child-sized technology.

The Role of Computers

Computers are an important part of our world. They are in our homes, work places, and schools. Although early childhood experts continue to debate whether it is appropriate to have computers in the preschool environment, the fact remains that for most young children, technology is part of their lives. Therefore, shouldn’t  early childhood educators be on the front lines of helping young children learn to use technology appropriately?

Maybe the debate should not be about whether computers are appropriate, but about how to use them appropriately in the early childhood classroom. For example, infants and toddlers are busy learning to crawl and move their bodies. Their interest in exploring technology may be limited to pushing some buttons or laughing when they hear a funny noise. Yet, many three- and four-year-olds are developmentally ready to learn basic computer skills and use programs that build literacy, math, and other competencies.

A Strong Teacher and Supportive Setting Are Key to the Successful Integration of Technology

1.     The teacher’s role in the classroom is as important as ever when it comes to the computer center.  

a.      The teacher facilitates learning through relevant computer activities.

b.     Although seeking out appropriate software is important, the teacher must also create an extension of that software to the natural learning environment.

c.     The teacher can be a guide by using open-ended questions to interact with children as they are problem solving through the computer activity.

2.     The classroom setting is critical to the success of the computer center.

a.      The child must have free access to the computer area.

b.     This provides an opportunity for the child to:

i.             make choices, 

ii.            engage in self-directed play,

iii.            and have unlimited time to problem solve independently.

3.     The classroom computer also creates positive social interactions.

a. Three- and four-year-olds are developing at different levels socially and cognitively.

b. The computer center allows the child to sit beside a classmate and observe as the classmate uses the computer. This is a beginning stage of social development.

c. Another child may be ready to interact with a friend at that same center.

d. The next level of development is when the children are ready to take turns at the computer.

4.     The computer center also helps develop cognitive abilities.

a.   By learning to problem solve, a child develops a sense of accomplishment.

b.   Software applications that offer immediate feedback also help children learn to apply existing knowledge to novel situations.

Computer Skills

          According to Warren Buckleitner, editor of Children’s Software Review, a child who is getting ready for kindergarten may be able  to:

• Use a mouse to move a curser
• Recognize and use the “power keys” on a computer (such as the enter, space bar, delete keys)
• Use some basic computer games or interactive software
• Recognize computer-related words
• Visit (with adult supervision) websites that are child friendly and age appropriate
• Type his or her name on a basic computer keyboard

By combining teacher involvement and an appropriate classroom setting, the computer can be an important tool to help teachers meet individual goals for children and group goals for the classroom. 

Written by Robin Giddings, Forsyth County Schools, Winston Salem, North Carolina, with additional information provided by Clarissa Willis, Ph.D. and Rebecca Isbell, Ph.D.

Resources used:

Isbell, R. (2008) The complete learning center book (revised). Silver Spring, MD: Gryphon House Books.

Buckleitner, W. (2009). What should a preschooler know about technology? Early childhood today: Scholastic Inc.

Schiller, P. & Willis, C. (2008). Inclusive literacy lessons. Silver Spring, MD: Gryphon House Books.

Question 3 of 3:

Should I stop using a properly working drop side crib?

Answer:

No. The safest place for a child is in a fully functional, properly assembled crib that is not part of a recall that is in good condition as it provides the safest sleep environment for children. This is true for ALL cribs. Each year hundreds of deaths occur when children are placed to sleep in an environment that is not specifically designed for them. Many times more infants die each year when they are placed in unsafe sleep environments.

NEVER place infants to sleep on pillows, sofa cushions, adult beds, waterbeds, beanbags, or any other surface not specifically designed for infant sleep. NEVER place the crib near windows, draperies, blinds, or wall mounted decorative accessories with long cords.

When you assemble a crib to the manufacturer's instructions and use it properly, a crib provides the safest sleeping environment for baby.

About JPMA

The Juvenile Products Manufacturers Association is a national trade organization of more than 250 companies in the United States, Canada, and Mexico. JPMA exists to advance the interests, growth, and well-being of North American prenatal to preschool product manufacturers, importers, and distributors marketing under their own brands to consumers. It does so through advocacy, public relations, information sharing, product performance certification, and business development assistance conducted with appreciation for the needs of parents, children, and retailers. Each year, JPMA sponsors Baby Safety Month in September. JPMA initiated Baby Safety Month to educate parents and caregivers on the importance of the safe use and selection of juvenile products. For more information, please visit www.jpma.org.

For additional information regarding product recalls, please visit www.cpsc.gov.

1. Autism is a spectrum disorder. Children with autism display a range of behaviors and abilities from very mild to quite severe.  In other words, the word autism can describe a child who fits anywhere within that range.
2. Always use 'child-first' language or 'people-first' language when describing the child. The child in your classroom with autism is just that -- a child with autism and not an autistic child.  People-first and, in this case, child-first language helps others see that you view the child first and the disability second.
3. Focus on the child's interests. When trying to encourage a child with autism to play, focus on the interests of the child and make interactions with others as natural as possible.
4. Novel situations can be overwhelming. Recognize that children with autism may have difficulty adjusting to new play situations and new play materials.
5. The environment is important. Children with autism need a special place in the room where they can go without distraction and without all the sensory input they receive elsewhere.
6. Social skills training should begin early. Learning how to respond in social situations should begin as early as possible. It is a critical skill for children to possess and enables them to interact with others more easily.
7. View parents as partners. Parents often agree that the one thing a teacher can do to understand their perspective is to be respectful of their opinions and treat them as valued contributors.
8. Value the uniqueness of each child. Each child is unique, and while she may have characteristics typical of other children with autism, she will have other characteristics that are not.
9. There is no one single method that works.  There is no magic pill or specific program that can cure or fix autism. While many programs and methods have been tried and are successful with some children, they may not be successful with others.  Look for methods with a solid research base.
10. Learning about autism is a process. Learning about autism is not about a product; it is about a process of gathering information and making informed choices, based on the needs of the individual child.

    

Contributed by Clarissa Willis, Ph.D.  Dr. Willis has worked for the past 20 years on behalf of children with autism spectrum disorder and their families. She is the author of five books including the award-winning titles Teaching Young Children with Autism Spectrum Disorder and Inclusive Literacy Lessons for Early Childhood. Her articles on child development and early childhood special education have been published both nationally and internationally. Formerly an Associate Professor of Special Education and the Associate Director of the Center of Excellence in Early Childhood Learning and Development at East Tennessee State University, she currently works as an early childhood consultant and frequent speaker at national and international conferences. Dr. Willis lives in Winston-Salem, North Carolina.