principals of inclusion Essay

Manukau Institute of TechnologyNew Zealand Diploma in Early Childhood Education and Care (Field-based) (level5)Course Title: Belonging, Health and Well- BeingCourse Code: 902-530Assignment Title: Three Principles of Inclusion in Early childhood SettingLecturer Name: Lila TekeneStudent Name: Zainab OmarStudent ID No: 150016269Contact Phone: 02108570880Email contact: [email protected] applied for and approved: NO This is a resubmit: NODue Date: April 8th 2019Student Signature: Final Mark: Lecturers Signature: Date: The children are born with inherited traits and customs, and then acquire their own learning theories to identify the environment around them, ultimately forming their personality.

It is obvious that the teacher in early childhood will face a diversity of children regarding their age, cultural, linguistic, ethnic, and socioeconomic background. Therefore, childhood needs a special, vary and inclusion education. (Gargiulo & Kilgo, 2009) (p.4). Inclusion education is usually in an environment in which all children share the same learning providing them with the appropriate opportunities to assist them in the overall integrated development (spiritually, morally, intellectually, socially, and physically).

This essay is going to discuss the three principals of inclusion which are: First, all children can learn. Second, all children have the right to be involved in their local community. Third, all children have the right to access learning opportunities without discrimination.The first principle is all children can learn without exception. Although there are many children from different nationality and children with a special need, all have the right to learn, access, communicate, participate, support, have a sense of belonging, and interactive with the others. In addition, the strategy of education in play is a mechanism of directed or non-directed activities by individuals with special needs, individually or collectively, to achieve pleasure and entertainment, and to develop their behaviours and personalities on the cognitive and physical level. Ashman & Elkins (2012) indicate that the first years of the child’s life are the most important years of his personability and behaviour. Therefore, it is very necessary to start the education of the child since his childhood.During the daycare stage, children are taught all the letters, numbers and colours in more than one language. For example, in our centre, we sing songs in the English language, Mori, Samoa, and Hindi. As well as teaching them some important words that are used extensively around them. They also learn many skills related to how to communicate with the surrounding people and society in general. In addition, teaching them some positive behaviour and good ethics, such as cooperation, hygiene, and food etiquette. The child comes out of this stage has been prepared in all respects to start the school stage. the second principle is that all children have the right to be involved in their local community. The family is the most important institution in the formation of the personality of the children and determines the behaviour, principals, and education. These are the most important things that determine the personality of the child and contribute significantly to the social development of the child and social culture. It is obvious that the family is the first school for the child which contributes to the satisfaction of the child’s psychological and psychological construction. Te Whriki states that children’s learning and development is enhanced when culturally appropriate ways of communicating are used and when parents, whanau and community are encouraged to participate in and contribute to the curriculum. (Ministry of Education, 2017, P.20). Therefore, the family culture background is a very important factor that helps to build a strong relationship with the Kaiako. Every child should be to exposed to empowerment within a learning environment that allows them to learn and develop to their potential. Furthermore, children will learn and develop faster when their culture, knowledge and community are assured especially when their parent and relative make a connection with the settings. The curriculum design in Aotearoa New Zealand is focusing not only on children and their interest but on their culture. For example, from a cultural-historical perspective, Vygotsky (1987) shows the important tools of culture, therefore, the Kaiako must pay attention to the cultural tools which are both material and psychological. They can be a map, a word and a gesture. When Kaiako expands the uses of tools, the child’s contribution and participation will increase. (cited in Nuttall, J. 2013, p.228).For example, in our centre if there is a child’s birthday or any other celebration or occasion, we will ask whnau or family about the tools that they prefer to use in such occasion and any customs or traditional in order to a child will be happy and familiar with this action.The third principle is that all children have the right to access learning opportunities without discrimination. It is obvious that New Zealand is an increasingly multicultural nation and there is a diversity in all early childhood. Dau (2001) mentions that all the children divers from gender, ethnic origins, social, cultural or religious background and disabilities. Education council states that respecting the diversity of the heritage, language, identity and culture of all learners. (Education Council, 2017, p.12).All children need a good education to develop their skills and achieve their dreams. Children with disabilities have much to contribute to society, and inclusive education is the key to unleashing this potential. However, most children with disabilities worldwide are among the most likely to stay out of school and remain invisible. Therefore, the Ministry of Education (2019) states that all children with or without a disability, have the same right to involve in education. Furthermore, a wide range of resources has been developed for early childhood. For example, in our centre Mary came with her bike, all the children asked why Mary came with her bike and where is her other leg? The teacher answered that Mary had only one real leg and she brought her bike in order to move around and join in all activities. Another example that there was a different colour of skin in our centre. The teacher explained that all children were equal in spite of the diversity of colour. Therefore, children became aware of differences, they also develop feelings about what they are observing. In conclusion, as a childhood year are the most important in the life of the individual and the basis of his psychological and social life. It is necessary to pay attention to the three principals of inclusion education which are mentioned above for all children with or without special needs. All the children must have the opportunity to access, participate and support without discrimination in order to develop their knowledge, abilities and provide them with comprehensive development to be a good, productive, creative and distinctive element in the future society. This means that the teacher’s commitment is to create an environment full of love (Aroha), relationship (Whanaungatanga), and empowerment (whakamana). When we can build a warm and responsive relationship with children, it will help to support a child’s social and emotional development which is the key to gain their overall healthy growth and development and to be ready to go to school.ReferencesAshman, A. (2012). A culture of inclusion. In A. Ashman & J. Elkins (Eds.), Education for Inclusion and Diversity. (4th ed., pp. 5-36). Frenchs Forest NSW, Australia: Pearson Australia. Education Council, (2017), Our Code Our Standards, Code of Professional Responsibility and Standard for the Teaching Profession. Education council, New Zealand.Education.govt.nz, (2019). Legal and binding obligations to include all learners. (online). Retrieved from (Accessed 24/3/2019).Fleer, M. (2013), Theoretical plurality in curriculum design. In J. Nuttall (Ed.), Weaving Te Whriki. Aotearoa New Zealand’s Early childhood Curriculum Framework in Theory and Practice (2nd ed., pp. 217-238). Wellington. New Zealnd: New Zealand Council for Education Research.Gargiulo, R.M. & Kilgo, J.L., (2009). An Introduction to Young Children with special needs. (4th ed.). Belmont, CA: Wadsworth, Cengage Learning.Glover, A. (2001). Children and Bias. In E., Dau (Ed.), The Anti-Bias Approach in Early childhood. (2nd ed., pp. 1-14). Frenchs Forest NSW, Australia: Pearson Education.Ministry of education, (2017). Te Whriki: He Whriki Mtauranga M ng mokopuna o Aotearoa: Early childhood curriculum. Wellington. New Zealand: Author.Puri, M. & Abraham, G. (2004). Handbook of Inclusive Education for Educators, Administrators, and Planners. (pp. 22-27). Sage Publications India Pvt Ltd. New Delhi.ASSESSMENT THREE MARKING SHEET 30%Title: Essay Attach this marking sheet to submitted workSTUDENT ID NO.: _______________ NAME: __________________________________________Criteria A’ pass B’ pass C’ pass D Principles of inclusion (15 marks) Three principles of inclusion are clearly identified and comprehensively explained in depth. Well supported with a wide range of relevant literature Three principles of inclusion are identified and explained. Well supported by literature Three principles of inclusion are identified with some attempt to explain them.Some support from literature.Less than three or no principles of inclusion are identified or explained. Little / no support from literature.Theory to practice (9 marks) Highly relevant examples of each of the three principles in practice are provided and explained in detail Relevant examples of three principles are provided and explained. Examples of three principles of inclusion are provided with some explanation Less than three or no examples of practice are provided Academic writing (3 marks) Is written in a lucid and coherent style with no or few errors in spelling, punctuation and grammar.References skilfully integrated into the text. Is written in a clear style with some errors in spelling, punctuation and grammarIs written in a generally clear style with numerous errors in spelling, punctuation and grammar.Writing is unclear containing too many errors in spelling, punctuation and grammar. Referencing (3 marks) Consistently and accurately referenced according to APA (6th ed.) guidelines Follows APA (6th ed.) guidelines with few minor errors. Follows APA (6th ed.) guidelines with several errors.Does not follow APA (6th ed) referencing or referencing has major mistakes included.Total mark and gradeComments:Lecturer’s signature:Date: