By Mary Dickins
The key topics in inclusion are explored via an A - Z method masking key ideas, theories / theorists, and figures.
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Extra info for A - Z of Inclusion in Early Childhood
Inform others (parents, carers, outside professionals, other staff). Assess interactions (adult: child, child: child, adult: adult, child: adult). ) Assessment can therefore be thought of as evaluative in relation to provision and practice. While summative assessment is used to tell parents, the receiving teacher or other professionals what the child can do and may give examples to support the decision, formative assessment should be used to help children to progress – pinpointing their strengths and finding ways to support learning and development.
A broad and balanced curriculum is thus distorted … Other commentators feel that the two major forms can be mutually supportive – formative assessment supports the process of learning, summative assessment measures the results. Formative assessment can be especially problematic for children with learning difficulties and others that differ from expected developmental norms, because a problem in reaching a specific target is often interpreted negatively as ‘failure’. On the other hand an achievement that may be significant for an individual child may not be adequately recognised or rewarded as progress because it does not translate into a specific developmental target for the relevant age group.
For the individual child it is about coming to understand who they are and where they fit into the wider world. Children are not only learning about how they are valued as individuals but also about how their families are regarded and treated. In terms of a child within early education, it is about whether they will be encouraged to grow and extend their interests and abilities or whether they will begin to be shaped and disadvantaged because of the effects of discrimination resulting from the limited and negative expectations of others (Siraj-Blatchford and Clarke 2000; Dickins 2013).