ECE304: Evidence for General and Domain-Specific Elements of Teacher-child Interactions: Supporting Diverse Learners Essay, SUSS, Singapore

Question 1

a. Read the article ‘Evidence for general and domain-specific elements of teacher-child interactions: Associations with preschool children’s development by Hamre et al., (2014).

Based on this article and relevant course readings, how would you describe ‘responsive teaching’?

b. Examine and describe how you can apply the practice element of ‘responsive teaching’ when you create an inclusive preschool environment for children with diverse learning needs. Include references from relevant course readings and other literature to support your discussion.

c. Read the article ‘Identifying common practice elements to improve social, emotional, and behavioral outcomes of young children in early childhood classrooms’ by McLeod, etc, (2017).

Select FOUR (4) practice elements that have been found to be effective and highlight the advantages and disadvantages of using these practice elements. Discuss whether each of these 4 practice elements would be suitable for your classroom’s context and what would be required for them to work well (e.g., what are the necessary modifications or if the practice element would only work under certain circumstances).

d. Based on the article by McLeod et al., (2017), examine and select 4 practice elements that are relevant for the local Singapore context. Create plans and activities to apply these in your classroom setting. This is an example of a template that you can use.

Question 2                                                                 

a. Select a child with challenges in at least one developmental domain, either in the communication/language or socio-emotional domain. Conduct an observation to analyze the child’s strengths and needs so that you can develop IEP goals for the child.

b. Analyze your child observation records and create a table that presents the child’s strengths and needs across at least FOUR (4) domains (e.g., communication, socialization, self-help, cognitive, motor skills).

c. Design FOUR (4) IEP goals for this child and include descriptions on how you will monitor progress within 6 months. The purpose of the IEP is to facilitate holistic learning for the child in the classroom. Where relevant, it should include goals that facilitate the child’s learning in the home setting.

d. Based on your observations and IEP goals for the child, create an instructional plan with specific accommodations or modifications within your classroom to enhance learning for this child.

e. Describe the ways in which you would collaborate with the child’s family and relevant professionals (e.g., therapists, EIPIC teachers, social workers) who are also supporting the child.

f. One evidence-based practice associated with positive social outcomes for children with Autism Spectrum Disorder (ASD) is the use of social narratives (Wong et al., 2014; Coogle et al., 2017). These are also effective for children without ASD but who present with difficulties in their communication, socialization, and in regulating their behavior.

Based on your course readings and the recommended literature on social narratives¹, create two examples and describe how you will use them for this child in your preschool class. In your design and description, include the target social skill, practice opportunities, supports needed, and how you will analyze whether the child has achieved the skill.