Curriculum Adaptations in Early Childhood Education
Rationale for Curriculum Adaptations in Early Childhood Education
Everyone knows that in a classroom of children, there is great variability among both the children and the teachers. Teachers have different ways of acting and resolving issues in their classrooms, often intuitively. This is the reality of this stage, as well as the training and background of the teacher. From observation, the teacher modifies their behavior to adapt and respond to the pace of learning of each child. This is shown in everyday practice and is performed in early childhood classrooms.
However, it should be noted that sometimes we find more complex and difficult problems whose solutions are not presented with simple observation and teacher training. It becomes necessary to go to a council of experts, and specialized intervention plays a key role. Here, team orientation is key, and that is when we start talking about curricular adaptations. These adaptations are concerned with the development of different strategies for action to prevent, support, compensate, and resolve, among other things, potential difficulties identified in this phase.
The early childhood teacher should focus their efforts on, on the one hand, having a continuous state of alert to their class and each of their students, through observation and their own research-action. On the other hand, they must form a permanent ‘once started’ in their practice on various techniques and interventions to prevent the delay of their students. As we noted in the past, prevention and care activities in the infant stage can help to avoid potential problems, solve existing ones, or, by default, optimize those situations that cannot be completely solved.
Ultimately, curriculum adaptations are teaching strategies for action that are very carefully planned, from reflexive action research to arrive at, whenever possible, maximum adaptation. This adaptation allows the child to reach their learning potential. Additionally, in a process to try to meet the learning needs of each child, the action strategy should be based on a set of criteria that guide decision-making regarding what the child should learn, how, when, and what is the best way of teaching to organize a win-win situation. The educational reality shows us that not all children can learn what teachers may establish. Therefore, changes in education are needed with the aim of adapting to different students. It is fundamental to start from the premise that all children, however difficult their personal or social circumstances may be, have the ability to learn something. We must discover what that something is and how we can act on it to develop the full potential of the child.
In early childhood education, the child’s own classroom schedule is individualized, always contemplating aid and measures. Attempts have been made to make the supports for children with special educational needs as close as possible to common approaches. It should start by deciding on classroom adaptations to access the curriculum, which do not modify the regular curriculum but allow and help the child to reach it. If it is not possible to reach it, it may be necessary to intervene in proper curricular adaptations. It will be convenient to begin by making non-significant curricular adjustments, which consist of making adjustments in the methodology and the evaluation procedures. Ultimately, significant curricular adaptations may be implemented, which are those that reach the curricular areas to make adjustments in objectives, content, and assessment criteria.
Access to the Curriculum Adaptations
aim at solving the needs of students who have problems with carenciasfisicas or psiquicasprofundas, as is the case of students with motor impairment, pupils who are blind or deaf student, NURSE needed resources within the field of social communication and expression oralescrita linguistica corporal.Estas modifications or accommodations must consider provision of space resources, materials, or personal communication are going to facilitate that algunosalumnos with special educational needs to develop the regular curriculum or in case the adapted curriculum . is intended to nornot develop in the best possible learning in their curriculum. This will create the best physical conditions in space, furniture, as well as in the center and classroom materials so that the child can use the more autonomously posible.Ademas the child is to reach higher level of interaction and communication with entorno.En people in your child that we lso vemtaja materials and spaces are usually very flexible and multifunctional, offering many opportunities to facilitate its use accion.Cuestion natural to all children, with or without a specific need for educational support Another advantage is that, in general, the classrooms of children often have great architectural barriers, question if is usual in centro.Otro structures of the argument is that referring to communication systems, because even necessary to introduce an alternative system, the classrooms of children can be alleviated in part this situation, they tend to design environments that include different visual codes to help teach all children to encode and decode.
Child’s teachers have different possibilities to make the adjustments accesocomo for example: + + place the child in the place where he can participate more in group dynamics and the maximum offset their difficulties + + + provide the child with that equipment and furniture required for their specific difficulties (lecterns, walkers …)+++ include specific support for the child to use the classroom maateriales: handles, pins, magnets provide the technical equipment …+++ and the specific resources required (protesis. ..)+++ start and teach them the most appropriate communication system for cmpensar their dificulatades: augmentative communication systems.
Curricular adaptations no significant result in changes or modifications do not substantially alter the proposed programming for group classes, work the same objectives and obligations in the basic elements of curriculo.No curriculo.Son change as the times adaptacionesen, Activities, methodology, techniques and tools evaluacion.es key strategy for achieving individualization of teaching and thus have a preventive and intervention strategies compensador.son of teachers in their classrooms that are designed to principal act directly on the students who master it will make necesitan.El responsibly, since the action orientadora.Se tutorial and collected in the educational programs and may inform the faculty of the cycle and the stage. In deciding this kind of adaptations we mark which aids the rfuerzos, supports and strategies required by the adaptations of this type alumno.Algunas we can: ground are: + + + place the child in the groups where it can best Interaction and peer cn + + + models offer performance in the carrying out of tasks, both as a teacher from their partners at a couple or small group + + + individual sequences the steps of the task is done according to the verbalizations actions and reminding the process+ + + express request, verbal or gestural actions being undertaken to verify the internalization of the task + + + introduced individual activities or tasks of strengthening, strengthening or broadening of the contents and objectives of the group. + + + give the appropriate support both physical and verbal or visual, depending on the type or difficulty of the task, such as: 1. physical aids (guide hand pick the spoon pa) 2. visual aids: (provide a role model, show pictures) 3. verbal support (ask about the activity you are doing)