Examination of Ministry of National Education’s Infant and Toddler Program Regarding Early Intervention Principles

Abstract

The earlyyears of life provide opportunities not to be missed for optimum development as a critical period in which the development is very rapid. Therefore, regarding the broad meaning of early intervention, revealing all the circumstances which can hinder developmental progress and making appropriate and supportive attempts must be among the priorities of birth to threeprograms.

The beauty of universal design for learning (UDL) and why everyone in early childhood education and intervention should be using it

“…Universal design for learning is about adapting the programme to meet the individual needs of all children, as opposed to creating a special programme for children needing additional support (Avci & Kunt, 2016;Stockall et al, 2012). UDL suits the idea of early intervention in natural environments.…”

“…Simply, UDL provides the opportunity for inbuilt differentiation within individual kaiako practice if they reflect on their practice through its lens. Avci and Kunt (2016) state that UDL is based on the philosophy that educational environments are easily accessed physically, socially, and emotionally. In early childhood education, there are components of multiple means of representation, multiple means of expression, and multiple means of engagement that relate to UDL (Avci & Kunt, 2016;Stockall et al, 2012).…”

“…Principle 1, multiple means of engagement, is centred on the notion that engagement in early childhood services is based on children's interests and provides necessary motivation (Avci & Kunt, 2016;Stockall et al, 2012). This principle is about ensuring that a variety of opportunities exist for stimulating the attention, curiosity and motivation for children, catering for a wide range of interests, preferences, and learning styles (Horn et al, 2016;Stockall et al, 2012).…”

“…Avci and Kunt (2016) state that UDL is based on the philosophy that educational environments are easily accessed physically, socially, and emotionally. In early childhood education, there are components of multiple means of representation, multiple means of expression, and multiple means of engagement that relate to UDL (Avci & Kunt, 2016;Stockall et al, 2012). It is important that teachers are made aware of these and encouraged to utilise them in practise.…”

“…This principle is about ensuring that a variety of opportunities exist for stimulating the attention, curiosity and motivation for children, catering for a wide range of interests, preferences, and learning styles (Horn et al, 2016;Stockall et al, 2012). However, it is understood that some children need more motivation than others to engage, and therefore, different levels of scaffolding, repetition and appropriate challenges to maintain engagement for optimal learning are needed (Avci & Kunt, 2016;CAST, 2021). Therefore, it calls on adults to stimulate motivation in different ways to attract diverse children's engagement.…”