Introduction
The problem of equality in the educational process is relevant in the modern school system due to the inappropriate evaluation of children’s abilities and strategies to develop better learning approaches. The nature of the community has a significant impact on children’s development since early education settings are frequently among children’s first social environments outside the home. Children learn how to interact with others and how they should expect to be treated through their interactions. A community of learners is established and nurtured by teachers using instructional strategies. The community’s responsibility is to give every child a mental, emotional, and physical environment that supports their growth and learning.
Strategies That Support Engagement
Analyzing the case study of the math class with various children’s abilities, I will first measure the possibilities of equal participation in the discussion and class activities. According to the NAEYC (2020), the professional must follow the strategies through which everyone in the group is respected and appreciated for the skills they contribute. For instance, they must be included if the student has a problem with language understanding due to cultural differences. Their participation must be considered valuable due to diversity contributions that they can show to other students as an example.
Children connect with other students to build their knowledge of the world surrounding them (NAEYC, 2020). Hence, I will provide an opportunity for children to gain knowledge about those learning through Individualized Education Programs to accept their participation in the group activities as equal members. Additionally, the practice of problem solution discussion must be implemented so the students can discuss the incidents and ask questions through my mediation.
Concepts and Theories Related to Development
The critical connection can be evaluated through several developmental theories. The first one is Erikson’s eight-stage development theory, which focuses on the perception of social interactions and conflicts as the primary forming mechanism of childhood development (Erskine, 2019). It can be connected with the enhanced communication strategy provided in the material gathered by Dirk van Weelden (Moondocs, 2009). The approach is based on a collaborative solution-seeking process where children independently discuss the conflicts, where both sides participate and come to a solution under my supervision. High collaborative activities will benefit a student with attention deficit hyperactivity disorder. Vygotsky’s theory emphasizes the value of information perceived by the hearing as the primary source of knowledge. This theory can help to evaluate the learning perspectives of students with dyslexia and visual impairment.
The planning for the learning activities through which children gain knowledge and develop skills, talents, and understanding constitute the curriculum. There are always results from implementing a curriculum, but it is essential to know what those results are and how a program gets them. The curriculum assists young children in achieving relevant goals because they are intellectually and academically critical, culturally and linguistically sensitive, and follow developmentally appropriate behavior.
Instruction According to Students’ Strengths
To provide culturally and linguistically sustainable learning opportunities, teachers design curricular experiences that build on the knowledge bases of each individual, community, and institution. In acknowledgment that cultivating and extending children’s interests is crucial when their capacity to focus their concentration is still developing, educators build on concepts and situations that have significance in the students’ learning and are sure to pique their motivation. The educational experiences that teachers provide complexity, focus, and revisiting ideas in logical sequences. That is, rather than quickly skimming over a broad range of topics, learning sequences allow kids to focus on a smaller number of content areas for a more extended period.
Strategies for Motivation and Knowledge
Many of these effective strategies will be pursued by me to advance their students’ learning and growth. Another good teaching program that combines systematic code training with purposeful reading and writing exercises, which can be adjusted for individual learners, is part of the technique. To foster cross-cultural interactions, there must be targeted education and cooperation opportunities with other children in small groups (Stipek & Johnson, 2021). Additionally, if the student does not achieve the anticipated reading development or when reading comprehension is advanced, for me, it is necessary to apply adaptation of instructional methodologies or more personalized training.
Another tactic is to arrange, clarify, and optimally direct tasks toward the student’s areas of learning that are stronger. Children with dyslexia typically have more vital visual or kinesthetic senses than aural ones (NAEYC, n.d.). Therefore, learning that is initially presented visually or through student achievement will be more meaningful (Cano et al., 2021). Experiences with motion might be beneficial for reinforcing learning. Kinesthetic skills are used in all drama and role-playing activities and research and inquiry tasks like surveys, interviews, and questionnaires.
Strategies to Provide Equitable Access
Progress is subjective; what is seen as progress for one person may not be for another. The standards for progress must be individualized rather than generalized. Performance targets can then be formed, and achievement can be more easily seen once it has been determined what exactly counts as progress for the student (NAEYC, n.d.). It should be addressed and agreed upon with the student. Having a precise concept of digital access is crucial. With the widespread commercialization of electronic devices, this idea has emerged. It is common for school administrators to lack digital tools for students despite having funding available. However, collaboration with other schools and community organizations can assist in resolving this issue.
Conclusion
Therefore, the strategies of the educational process must always be considered individually according to the needs of particular students and the group of learners. However, promoting collaboration, equality, and inclusivity is vital to the process. The learning activities must be arranged according to the needs of individuals alongside relevant theories of theoretical frameworks. Thus, strategies are formed separately through my detailed learning environment analysis.
References
Cano, S. R., Alonso, P. S., Benito, V. D., & Villaverde, V. A. (2021). Evaluation of motivational learning strategies for children with dyslexia: A FORDYSVAR proposal for education and sustainable innovation. Sustainability, 13(5). Web.
Erskine, R. (2019). Child development in integrative psychotherapy: Erik Erikson’s first three stages. International Journal of Integrative Psychotherapy, 10. 11-34. Web.
Moondocs. (2009). School children coping with cultural differences in New York – the new york connection (Episode 2) [Video]. YouTube. Web.
National Association for the Education of Young Children (NAEYC). (n.d.) Developmentally appropriate practices for young children: recommendations for teaching practices. Reading Rockets. Web.
National Association for the Education of Young Children (NAEYC). (2020). Developmentally Appropriate Practice. NAEYC. Web.
Stipek, D., & Johnson, N. C. (2021). Developmentally appropriate practice in early childhood education redefined: The case of math. Advancing knowledge and building capacity for early childhood research, 35.