# data[].attributes.headline
Why are the five senses important in young children's learning?

# data[].attributes.subject
Why are the five senses important in young children's learning?

# data[].attributes.body
The five senses help children learn how to gather information, navigate the world, improve their attention and focus, and fully participate in activities (Fitzgerald, 2024).

# data[].attributes.body
Creativity is defined as the ability to produce original ideas that are both useful and purposeful.

Teachers and Parents can support creativity in children by supporting their growth mindset, give a new light on failures and setbacks, and encouraging curiosity and new experiences (Gabriel, 2023).

# data[].attributes.body
Creative play encompasses activities that enhance a child's imaginative thinking and creativity, typically through free play or open-ended experiences that feature minimal rules or predetermined outcomes. This type of play often engages the five senses, facilitating the development of creative skills, problem-solving abilities, and overall cognitive growth (Zunic, 2023).

# data[].attributes.body
Creative play has the potential to enhance social skills by fostering cooperation, collaboration, and negotiation among participants. Additionally, it allows children to engage in role-playing activities that simulate adult roles, further promoting the development of these important skills that will be needed for life.

An example of this might be observed during dramatic play, where individuals engage in role-playing within a simulated grocery store and interact with their peers to discuss the pricing of various items.

# data[].attributes.headline
Emotional Development Through Creative Play

# data[].attributes.subject
Emotional Development Through Creative Play

# data[].attributes.body
Creative and open-ended play facilitates children's growth in numerous ways, particularly in emotional development. Through these activities, children learn important skills such as taking turns, empathizing with others, and managing a variety of emotions appropriately.

An example of this would be when children engage in associative play with their peers, developing skills in taking turns with a specific toy and sharing it effectively.

# data[].attributes.body
Creative play can contribute to the development of essential physical skills that are valuable throughout education and future careers. Engaging in creative play enhances physical development by improving fine and gross motor skills, promoting healthy exercise habits, and fostering coordination.

An illustration of physical development through creative play can be observed when children engage in outdoor activities during recess and learn to utilize the available equipment effectively.

# data[].attributes.headline
Cognitive Development Through Creative Play

# data[].attributes.subject
Cognitive Development Through Creative Play

# data[].attributes.body
Children's cognitive skills can be enhanced in various ways, including the development of problem-solving abilities both individually and collaboratively, as well as the acquisition of strategies for completing specific tasks.

For instance, when children are constructing a tower and it collapses, it is important for them to analyze what led to the failure and understand the reasons behind it. They should then develop strategies to address these issues and rebuild the tower to ensure it remains stable.

# data[].attributes.headline
Language Development Through Creative Play 

# data[].attributes.subject
Language Development Through Creative Play 

# data[].attributes.body
Language development in young children is significantly enhanced through creative play, which includes activities such as making sounds, creating rhymes, and repeating familiar words or sounds.

An example of language development in young children through creative play occurs when they engage with toy animals or cars and replicate the sounds or noises they have heard from others or from real-life experiences with that object.

# data[].attributes.body
Sensory play is an engaging activity that stimulates one or more of a child's senses. This form of play fosters creativity and enhances language acquisition, fine and gross motor skills, cognitive development, and social skills (What is sensory play? the benefits for your child and sensory play ideas 2024).

# data[].attributes.headline
The Five Senses and Activities That Could Support Development Of Those Senses

# data[].attributes.subject
The Five Senses and Activities That Could Support Development Of Those Senses

# data[].attributes.body
These activities can be utilized or adapted for children of various ages, but probably from 4 years old to 8 years old. Furthermore, this website provides an opportunity for parents or any adults in a child's life to engage in play and support their development.

The primary focus of this website is the school curriculum in the sciences and the exploration of concepts related to how things operate.

The characteristics of playful learning demonstrated by this website include fostering active engagement with the content for children, as well as promoting joyful learning through activities that emphasize play rather than traditional lecture-based approaches. Examples of these are below.

I took notice that all of these activities could also connect to all of the essential developmental domains (social, emotional, physical, language, and cognitive developments).

Great activities on the website to support the five senses.

Sound- Taking your child on a listening walk (#13). This approach supports the child's auditory and sound development. By engaging in this practice, the child will be able to associate sounds with objects, thereby enhancing their future creative play through the incorporation of sounds they encounter during the walk.

Vision- Exploring objects with a magnifying glass (#12). This activity provides children with the opportunity to examine everyday items from a new perspective, enabling them to observe details they may not have previously noticed.

Touch/Feel- Create a sensory box walk (#22). To achieve this, you could prepare several bins filled with various materials, such as beans, shaving cream, and sand. Encourage the children to explore these bins, using descriptive language to articulate the sensations they experience with each object. This activity enhances their tactile awareness, allowing them to better identify and describe the textures of different materials.

Taste- Tasting jelly beans and guessing what flavor it was (#20). This activity is likely to be highly engaging for young children, often without them realizing that they are enhancing their sensory skills. You might consider turning this activity into a game, challenging participants to identify the correct flavors from a specified number of jelly beans. This approach will not only help them recognize their preferred flavors but also facilitate a deeper understanding of their personal tastes.

Smell- Sniff a collection of sniff bottles or oils (#18). One approach is to have the child wear a blindfold while they smell an essential oil or sniff a bottle, encouraging them to identify the scent. This activity will help students gain insight into their personal preferences regarding various smells, as well as foster associations with different objects

(Staff, 2023).

# data[].attributes.attachment_link.title
32 Five Senses Activities To Engage Kids in the World Around Them

# data[].attributes.attachment_link.description
Help them see, hear, smell, touch, and taste the world!

# data[].attributes.body
When children interact with their five senses, it positively contributes to various areas of development, including language, cognitive, physical, social, and emotional growth. Through play, they also gain a deeper understanding of their surroundings.

# data[].attributes.body
https://tinkergarten.com/blog/making-sense-of-sensory-development

https://greatergood.berkeley.edu/article/item/six_ways_to_help_kids_grow_their_creativity

https://craftlearnandplay.com/creative-play/

https://health.clevelandclinic.org/benefits-of-sensory-play-ideas

https://www.weareteachers.com/five-senses-activities/

https://www.naeyc.org/resources/pubs/tyc/oct2017/play-games-learn-math-explore-numbers

https://www.friendshipcircle.org/blog/2012/10/15/8-important-tips-for-working-with-a-special-needs-child

https://www.naeyc.org/resources/pubs/tyc/sep2017/every-child-belongs

# data[].attributes.headline
Integrating Creative Play Into Mathematics 

# data[].attributes.subject
Integrating Creative Play Into Mathematics 

# data[].attributes.body
This activity's focus is on preschool-aged children.

This curriculum resource emphasizes the foundational aspects of mathematics through engaging learning activities, such as dot and finger games, and explores how preschoolers begin to grasp and learn essential math concepts.

This source provides examples of how children can learn in a meaningful way.

The activity that most effectively demonstrates the concept of playful learning is Game #3 under Comparing Numbers. This game provides a valuable learning experience, as children are motivated to identify the image that corresponds to their teacher's instructions. The number of objects on their card holds significance, as it represents a visual match to the numeral presented by their teacher.

This source also provides examples of how children can learn while becoming actively engaged.

The game that exemplifies this characteristic of playful learning is Game #1 from the Finger Games section. This game effectively engages students by involving them in physical activity with their fingers while they actively contemplate how many fingers correspond to the number stated by the teacher (Reed, 2017).

# data[].attributes.attachment_link.readable_text
Playing math games with children can be a fun, developmentally appropriate way to spark understanding of big mathematical ideas. Math games also support children's mathematical habits of mind-and key school readiness skills, such as problem solving, puzzling, and perseverance. When we watch and listen to how children play math games, we learn a lot about the mathematics they already know and what they're ready to learn.

This is the first article in a series about math games and how they support preschooler math readiness.

What are dot card and finger games?

Dot card games are simple and can be played again and again. They use cards that have one to 10 black dots arranged in different configurations-linear (straight line), rectangular, dice pattern, circular, and scattered configurations.

A variety of dot arrangements help children develop different mental images of quantities.

We often ask children to count a line of objects, but circular and scattered arrangements are harder to count one by one! These games support children's ability to subitize-that is, to immediately see how many without counting, a key factor relating to young children's math ability.

Finger games promote children's understanding of early math concepts, from counting to composing and decomposing number (the foundation of addition and subtraction). When children use their fingers to count, they are strengthening their number knowledge and their ability to visualize numbers in their minds. Finger games can be played anytime, anywhere, since your fingers are always with you!

Here are some math games for children to enjoy using dot cards and fingers. Observe children as they play, and use the information in the "Things to notice as children play" sections of each game to learn more about the mathematics supported while children play these games.

Games with dot cards

Now it's time to play! Let's start with dot card games. (See "Dot Card Games: Materials and Teacher Tips.") Create dot card decks and gather the other materials. Check the teacher tips to learn how to challenge players as their math ability grows. And most important . . . encourage subitizing!

Encourage children to quickly "see" how many dots are on the cards-particularly for cards with three or fewer dots. When children subitize and immediately "know" five dots, you might ask, "How did you see five dots so quickly? Did you group them?" Children do not need to count one by one for every card. If children always count one by one, they sometimes become less proficient at subitizing.

Dot Card Games: Materials and Teacher Tips

Materials to create and collect

Dot card sets are available to print at www.ym.edc.org/dotcard. Sets are 2½ x 2½ and 5 x 5 inches. You'll need the following:

Two sets of small dot cards

One set of large dot cards

Blank 5 x 5 cards for children to make their own dot cards (Tip: Use card stock or laminate the cards to make them sturdier)

25 tokens or other counting objects (buttons, coins)

Set of numeral cards 1-10

Tips for playing

Play these games at the math center, during small group time, or at circle time

Try with two to four children at a time

Have children play together in pairs once they've been introduced to the games

Tips for extending the learning

You'll find more than one version of each game.

When children first play, use cards with one to three dots

For later games, introduce cards with four and five dots

When children are ready, add cards with up to 10 dots

Pay attention to the different arrangements of dots on a card (rectangular and dice arrangements are typically easier; linear, circular, and scattered arrangements are harder)

Cover and Copy

Focus on one-to-one correspondence and cardinality.

Ages 3-5 | 5-10 minutes

Game 1: Cover the Dots

Give each child one large dot card and some tokens (usually a few more than they need to cover the dots on the card).
Ask children to count one-by-one as they cover each dot with a token.

Game 2: Copy the Dots

Give each child one large dot card, a blank 5 x 5 inch card, and some tokens (usually a few more than they need).
Have children re-create their dot card using the tokens on the blank card.

Things to notice as children play

In Game 1, putting tokens on dots while counting reinforces one-to-one correspondence. Ask, "How many dots did you cover?" If children can tell you the total, they are beginning to understand cardinality. If they recount when you ask "How many?," they may be still working on understanding cardinality. In Game 2, counting out the tokens to a certain number reinforces cardinality, and re-creating a configuration encourages children to pay attention to orientation and spacing (important early literacy skills).

Match How Many

Focus on subitizing and comparing numbers.

Ages 3-5 | 5-10 minutes

Game 1: How Many Do I Have?

1. Place three to six dot cards on the table.

2. Hold up a large dot card.

3. Ask, "How many dots do I have?"

4. Let children figure out the number of dots on the card, then match it to one of the cards on the table (the configuration can be different).

5. As you play, use fewer words (or be silent), and have children simply match the number of dots on their cards to the number on your card.

Things to notice as children play

This game asks children to subitize or count the dots on the teacher's card, then compare the number to their cards to find a match. You can have children show on their fingers or say aloud the number of dots on the teacher's card before they find a match.

Dot Card Suggestions and Questions

Suggestions for play

Start with fewer cards on the table at one time, so children aren't overwhelmed with choices

Place tokens in a small, open container, so children have access to them, but they are still contained

Read Ten Black Dots, by Donald Crews, to link math and literacy

General dot card questions

Can you show me how many with your fingers?

Do you know how many without counting one by one?

How could we do it a different way?

What is one more? What is one less?

What strategy did you use? or What did you do when you got stuck?

Comparing Numbers

Focus on comparing numbers and vocabulary.
Ages 3-5 | 5-10 minutes
For these games, place three to six dot cards on the table or give each child three to six cards.

Game 1: Same? One More? One Less?

1. Hold up a dot card.

2. Ask children, "Can you find a card that is the same as mine?"

3. Ask children, "Can you find a card that is one more than mine?"

4. Ask children, "Can you find a card that is one less than mine?"

Game 2: I'm Thinking of a Number . . .

1. Say, "I'm thinking of the number . . . 2! Do you have a card with two dots?" (Just say the number, don't show a card).

2. Children point to (or hold up) their cards with the same number of dots (two dots).

3. Ask children, "Can you find a card with one more? With one less?"

Game 3: Match My Number!

1. Hold up a written numeral-for example, 3.

2. Ask, "Can you find a card with the same number of dots?"

3. Ask, "Can you find a card with one more? With one less?"

Things to notice as children play

Talking about more, less, and same is critically important for building children's math vocabulary and their understanding of the number line-especially knowing which numbers come before and after each other. When you show children a dot card, you are focusing their thinking on subitizing and recognizing quantity. When you say the number aloud, you are focusing on recognizing number names. When you show children a number card, you are focusing on recognizing numerals.

ENGAGE FAMILIES IN MATH!

Subitize at home. After dinner, grab a small handful of cereal and scatter the pieces on the table. Up to how many pieces can you recognize without counting? It's more fun for adults than you might think.

Fingers instead of dots!

These finger games address the same math concepts as the dot card games. Children can have fun practicing their math skills in a new format. All that's needed are fingers!

Finger Games

Focus on subitizing and on composition and decomposition of numbers.

Ages 2-5 | 1-5 minutes

Game 1: Fingers, Fingers

1. Say, "Hold your hands behind your back."

2. Together, chant, "Fingers, fingers, 1, 2, 3. How many fingers do you see?"

3. Using two hands, hold up three fingers. (Start with the typical ways of showing 1-5 on your fingers.)

4. Children can say three or show three with their fingers.

5. Keep playing with different numbers of fingers, focusing on 1-5 and slowly moving up to 10.

6. Vary how you show each number on your fingers.

Game 2: Show Me . . .

1. Hold up any number of fingers.

2. Ask children to show you the same number on their fingers but in a different way.

Game 3: One More, One Less

1. Hold up any number of fingers on your hands.

2. Ask children to show you one more than you're showing or one less.

Game 4: How Old Are You?

1. Ask a 4-year-old, "How old are you? Are you this age?" Hold up four fingers on one hand.

2. Then ask, "How old are you? Are you this age?" Hold up two fingers on one hand and two fingers on your other hand. (Children usually answer, "No!")

3. Try this with other ages, too!

Things to notice as children play

The critical learning in this game is that numbers can be composed (or made) in different ways. You can make 5 with five fingers on one hand and zero on the other, or with four and one, or with three and two. These different combinations all make five. This helps children recognize that smaller numbers are part of larger numbers (e.g., 3 and 1 are two parts of 4).

ENGAGE FAMILIES IN MATH!

Make copies of the finger game instructions to send home with families. Print and send home math mini-books-find them at NAEYC.org/math-at-home.

Early Math Concepts Related to Numbers and Counting in the Dot Card and Finger Games

Cardinality. Children may count accurately (with one-to-one correspondence) but not yet recognize that the last number tells them the total amount. After children count a set of objects, ask, "How many do you have?" If they state the total number, they show an understanding of cardinality. If they recount the set, they may not understand cardinality yet. You can support cardinality by saying the total number after counting: "1, 2, 3. We have three pennies!" Another part of cardinality is counting out a specific number of objects ("Give me two tokens"). When counting out, children have to remember the number of tokens needed, count correctly, and know to stop when they reach that number.

Composing and decomposing number. This refers to recognizing that numbers (or sets of objects) can be combined or separated to make other numbers. Children learn that a whole is made up of smaller parts and those parts are smaller than the whole. (If there are 4 paintbrushes and 3 are being used, only 1 paintbrush is left.) Preschoolers can recognize that smaller numbers are "hiding inside" larger numbers: 1 and 3 are hiding inside 4 (so are 2 and 2).

Numeral recognition. In preschool, children begin to connect what they are counting and how they are counting to written number symbols. They begin to understand how a quantity (number of blocks) relates to the number word (two) and to the written numeral (2). As children play dot card and finger games, you can bring these ideas together by pointing to a number line, number chart, or written numerals in your classroom. Encourage children to see written numerals as symbols to help them express what they are thinking and to easily communicate with others (writing 5 is quicker than drawing five blocks).

One-to-one correspondence. When children have mastered one-to-one correspondence, they connect one number word to one object. For example, a child counts three cubes as "One, two, three," touching each cube only once and saying only one number word for each cube. Young children often say numbers and touch objects at different rates, going through the right actions (reciting and touching) but not yet in a coordinated way. Sometimes they say their words too quickly and sometimes they move their finger too fast. Support children by slowing down and modeling how each object needs one touch and one number word, and no objects should be skipped. Say, "You might have missed one. Can you check?"

Reciting number words in the correct order. Some children know the number words but may not say them in the correct order (1, 2, 6, 4, 5, 10). Others may skip a certain number (1, 2, 3, 5, 6-always skipping 4). The dot card and finger games give children opportunities to practice saying the number list (1, 2, 3, 4, 5, . . .) while counting dots on the cards or the fingers on their hands.

Subitizing. This means instantly seeing how many in a small quantity. The word subitizing comes from the Latin word meaning suddenly. Children usually recognize 1 to 2 dots or fingers without counting "One, two." But there are limits to what we see automatically. For larger quantities, we may cluster or chunk objects into smaller groups in order to know how many. In general, 8 dots are too many to see immediately as 8, but if they're arranged so we can easily see them as two groups of four, and if we know that two 4s make 8, we instantly see 8. Circular and scattered objects are harder to subitize.

Photos © EDC

This information has been adapted from Games for Young Mathematicians, a program of research in early mathematics at the Education Development Center (EDC), supported by funding from the National Science Foundation and Heising-Simons Foundation. For more math information and games, visit http://youngmathematicians.edc.org.

# data[].attributes.attachment_link.title
Play Games, Learn Math! Explore Numbers and Counting with Dot Card and Finger Games

# data[].attributes.attachment_link.description
Playing math games with children can be a fun, developmentally appropriate way to spark understanding of big mathematical ideas. Math games also support children's mathematical habits of mind-and key school readiness skills, such as problem solving, puzzling, and perseverance.

# data[].attributes.headline
Tips for Supporting Children With Disabilities Through Play

# data[].attributes.subject
Tips for Supporting Children With Disabilities Through Play

# data[].attributes.body
This resource is aimed at elementary-aged children with disabilities.

This article gives eight general tips for those working with children with special needs. However, it also applies to how to allow these children to feel included and heard while playing.

Tip 1: Interact

This suggestion is crucial for ensuring that students with disabilities feel supported and valued during playtime. Many individuals may hesitate to engage with peers who have different abilities, which can hinder these children's development and sensory exploration. Consequently, engaging in simple interactions, such as playing together, can significantly improve their experience and overall growth.

Tip 2: Observe

Understanding and recognizing the unique needs of students or children with disabilities is crucial for effective engagement during play and interaction. By being aware of how a student expresses their thoughts and emotions, we can create a supportive environment that enhances their experience and fosters their development.

Tip 3: Use Common Sense

Many individuals tend to interact differently with those who have disabilities compared to those without. It is important to recognize that individuals with disabilities are often aware of these differences. When providing support to someone with a disability during play, it is essential to apply common sense and consider effective play strategies that could be beneficial for them.

Tip 4: Be Flexible

Flexibility in play should be a primary consideration for educators. While play may not always unfold as anticipated, it is important to recognize the numerous learning opportunities it presents, particularly for individuals with disabilities.

Tip 5: Be Consistent

Consistency plays a significant role in the play experiences of children with disabilities. Children often find comfort in engaging with the same toys or objects, which facilitates their learning through these familiar tools. Consequently, educators should acknowledge that meaningful learning occurs even when play activities appear repetitive from day to day. It is also essential to maintain consistent expectations during creative play for students with disabilities.

Tip 6: Use visual, auditory, or tactile cues

This initiative is designed to support not only individuals with disabilities but also everyone. Many children, however, require a variety of cues and gestures to effectively communicate their objectives and understand what is expected of them during play activities to feel supported.

Tip 7: Have a Plan. And a Back-Up Plan

Understanding the child is essential in this context. Many children with disabilities benefit from clear guidance regarding their play options. It is important to identify how the child learns best and what resources will support them most effectively. Additionally, if the child expresses interest in activities that differ from your initial suggestions, be prepared to adapt and remain flexible.

Tip 8: Be Positive

Promoting a positive environment for a child with a disability is essential for fostering a meaningful play experience. A consistently negative attitude may lead the child to develop an aversion to play, which is a significant avenue for learning and development for children with disabilities (Wang, 2013).

# data[].attributes.attachment_link.readable_text
Karen Wang

Special Education

Now that my 11 year old son is able to participate in more community activities, I am often asked, "Do you have any tips for working with Louie?" As the population of children with special needs continues to grow, more and more scout leaders, soccer coaches, religious education instructors, librarians, music teachers and other adults are finding themselves working with these children for the first time. Many of these adults are volunteers who generously give their time and expertise; others are highly trained in their field, but have little or no knowledge of disabilities. Here are eight important tips you should pass on to people who will be working with your special child.

1. Interact

The biggest mistake that adults make when they meet someone like Louie is failing to interact with him. Usually they try asking him a question (he hates questions, he won't answer), then the adult gives up and starts talking to me. One time a person shouted questions at him from across a field and couldn't understand why Louie ran away! The same rules of polite conversation apply to adults and children. First, introduce yourself and explain how you are connected to the child. Depending on the child's special needs, it may be necessary to take the child's hand, place a hand on the child's shoulder or even touch each other's faces to make a proper introduction. Then explain the activity that you will be doing with the child. Explain the different steps of the activity, including the beginning and the end - while making as much eye contact as possible.

2. Observe

Some children with special needs perceive sensory input in different ways and may be unable to verbalize discomfort. Remember that all behavior is communication. Always keep a lookout for these differences and think about what the child's behavior is communicating to you. If you're not sure what you're seeing, ask the child's parents or other adults for advice.

3. Use Common Sense

My son had a negative experience in an adapted swimming class many years ago. The children in the class ranged in age from 3 to 18, and the two instructors had the children sit on the edge of the pool with their feet in the water while they took turns working individually with each child. There were several problems with this plan. First, the water was deep and the children sitting at the edge were in constant danger of falling in. Second, the children were shivering while they waited for their turn, which heightened their anxiety and overall discomfort. Third, the younger children all cried when one of the instructors swam up and suddenly scooped them into the water away from their parents. All of these problems could have been avoided easily with common sense: put safety first and arrange the environment for physical and emotional comfort. By contrast, the Inclusion Basketball League at the Friendship Circle was a model of common sense and positive support. On the first day, pairs of children practiced passing the ball to each other to build up their confidence. Adults circulated around the gym to make sure everyone was safe and having a good time. Children who needed a break had space to relax. During the game that day, each child had a chance to throw the ball and score.

4. Be Flexible

Some adults say that they will not change the way they do things to accommodate one person in a group. But the whole point of teaching is to use a variety of methods to help another person understand and master new skills. For example, if a child refuses to let go of a parent, bring the parent into the activity for a few minutes to reduce anxiety, then fade out the parent. If a child does not have the appropriate motor skills for an activity, help the child go through the motions and assign a buddy to help the child practice on the sidelines for a few minutes. In a religious education class, a child may have difficulty understanding some concepts; but when those same concepts are presented in a game or hands-on art project, they make more sense.

5. Be Consistent

If a set of rules is presented to the group, apply those rules consistently to everyone. Years ago I signed up my son for a preschool martial arts class. On the first day, the instructor explained to students and parents that if a child was having any type of behavior issue, he would ask the parent to sit with the child. Throughout the lesson, my son Louie was squirming and had difficulty understanding the rapid directions. I waited for the instructor to wave me in. Instead the instructor told my son that he would have to leave the class if he could not sit still. After class I waited for all of the other families to leave so that I could have a private conversation with the instructor about his inconsistency. When I signed up Louie for a pottery class a few years later, Louie had an instructor who stated all of his expectations and the day's schedule at the beginning of class. The instructor kept track of the students like Louie who needed extra support and assigned teaching assistants to sit with those students. My son flourished in this classroom because of the instructor's consistency - even though the instructor had no previous experience with students with disabilities.

6. Use visual, auditory or tactile cues

Having the right cues in an environment can mean the difference between participation and non-participation for many children with special needs. I bring a camera everywhere and get photos of my son's regular routines and favorite places. Louie sorts through the photos in an album or on the computer; sometimes we make the photos into a storybook about an activity. We also use index cards with simple written instructions to help Louie remember the rules for appropriate behavior - if your child does not read, substitute a hand-drawn cartoon or other picture for the words. Yesterday I was volunteering in the school library and I heard a first grade teacher softly singing instructions to her students. As soon as she started singing, every single student became quiet and attentive. Other auditory cues are clapping, snapping or whistling. I used to have a neighbor who whistled a unique tune to call his children home to dinner every evening. It worked every time - his children responded by whistling the same tune as they ran home. Tactile cues such as gently touching a person's shoulder, offering a blanket or other soft fabric, or providing silly putty are easy ways to mark a transition and get a person's attention. On a few occasions I have seen people try to grab or push Louie to get his attention during an activity, which is never a good idea. He loses his balance easily, and it only confuses him without re-directing his attention.

7. Have a plan. And a back-up plan.

You know what they say about the best-laid plans. In the world of special needs, there is always a Plan B, and usually a Plan C. Make sure that there is space to calm down and move freely if things go badly. Think about what each participant can do instead of focusing on what they can't contribute.

8. Be Positive

A positive attitude is the single most important quality for anyone who works with children with special needs. I've seen highly trained specialists unable to interact with Louie because of their negative attitude and assumptions. But some people with no experience or knowledge of his disability have jumped right in and changed his life for the better. That's why we keep signing up for more activities. We might even end up in an activity with you someday. What tips do you share with volunteers and professionals who are working with your child? Tell us in the comments below.

# data[].attributes.attachment_link.description
Karen Wang Special Education Now that my 11 year old son is able to participate in more community activities, I am often asked, "Do you have any tips for working with Louie?"

# data[].attributes.body
This is focused on welcoming preschool-aged children into the classroom.

This article provides insights into how educators can effectively welcome a child into their classroom and adapt the environment to support the child during creative play experiences.

Additionally, this article encourages readers to consider diverse perspectives and strategies for facilitating an inclusive atmosphere that promotes play among all students.

The initial point emphasized the importance of focusing on the child rather than solely on the disability. This entails observing the child to understand their interests and preferences, and then making appropriate adjustments to enable them to engage in their chosen play activities with the necessary support.

Another suggestion that was discussed was to implement straightforward modifications in the play areas of the classroom, ensuring that all students have the necessary support to engage in play and learning activities effectively.

The final significant aspect I considered regarding play was the evaluation of various strategies to identify where the child with a disability demonstrated the greatest learning and engagement. This involved examining the environment, including factors such as noise level and peer interactions, among others (Brillante, 2017).

# data[].attributes.attachment_link.readable_text
Adapted from The Essentials: Supporting Young Children with Disabilities in the Classroom, by Pamela Brillante. Copyright © 2017 by the National Association for the Education of Young Children.

When you open your classroom door this new school year, you'll be welcoming preschoolers with a variety of experiences, strengths, and challenges. For some children, this will be their first time in a classroom, and they may struggle to follow routines and grasp concepts. Others will arrive having a lot of experience with books and language, and some may be dual language learners. A few children in your new class might have disabilities or developmental delays that impact their learning, social skills, or behavior.

You may be wondering, How do I support children with disabilities or developmental delays when I don't have any training to do that? All children learn best in a developmentally appropriate program that offers them the supports they need to participate successfully alongside their classmates. Many children with disabilities benefit from simple accommodations and modifications, while other children may need more specialized, individualized supports provided by special education professionals. These professionals will work with you, the children, and their families to help the children learn and thrive.

To be an effective teacher, remember that regardless of individual needs, children are first and foremost children-and best practices for young children are best practices for all young children. Here are some ideas to help you set the stage for a great year for everyone.

Try basic modifications

Painting and drawing: Some children have a hard time painting or drawing on a tabletop because it involves using very small muscles in the hands and wrists, which may not be developed yet. Try also setting up easels, which allow children to stand and use bigger arm movements that originate from the shoulders, which often is easier.

Books: Make board books available, and add jumbo paper clips to regular book pages to make them easier for children to turn. These modifications help children with motor delays but are also fun for everyone.

See the child as a child first

Each child is unique, and every child can learn. Look beyond a child's disability or label, and get to know her as a person. Observe children to discover what interests each one and to get ideas about what might motivate her. Talking and playing with children provides important opportunities for building trusting relationships. Set learning goals, choose strategies, and assess children's progress. And just as you do for all children, have high-but realistic-expectations for children with disabilities or developmental delays.

Reexamine your beliefs and knowledge

To be an excellent educator for all the children in your classroom, stay in touch with your inner teacher. Review both your understanding of child development and your toolkit of practices. Honestly examine your beliefs about children and families. Then think deeply about your responsibility to make learning-and the physical environment-engaging, developmentally appropriate, and accessible for all children.

Tap into the expertise of special education professionals

If a child has an identified disability or developmental delay, he receives services specified in his Individualized Education Program (IEP). The child's teacher should either be given a copy of the IEP or opportunities to review it. Don't hesitate to ask the special education teacher, early intervention coordinator, or administrator to explain anything that is confusing. They can help you adapt and modify your curriculum, physical space, materials, and educational expectations so the child can participate as fully as possible in classroom routines and activities. These professionals can also support you in identifying the child's strengths and interests, helping you find relevant ways to connect your teaching to each child.

Speech, physical, and occupational therapists who work directly with a child can also brainstorm adaptations and modifications with you. For example, for a child who has difficulty with balance and large motor control, a physical therapist could provide a special chair for the classroom and work with you to find other comfortable seating options that let the child be part of the group.

Make simple changes

Design the classroom space, routines, and activities so they are adaptable and can be used by the children in a variety of ways. This proactive approach supports children's strengths and can be modified to address children's needs. Plan activities that require more than one child's participation to accomplish a task. Instead of an adult always working with a child with a disability, pair the child with a peer buddy. Provide dress-up items with multiple ways to fasten them. Find ways to absorb background noise to avoid distracting children.

Strategies to try

While there are many strategies to support children with disabilities, here are a few.

Environment: Arrange the classroom furnishings so all children-including children with visual or physical disabilities-can move and maneuver around the room and learning centers by themselves. Make sure materials are within reach. Watch for classroom clutter and unstable flooring (throw rugs that move easily) that make the classroom space inaccessible for some children.

Routines: The best routines have a predictable beginning, middle, and end. Use visual supports, such as pictures or props, to teach children routines, help them stay engaged, and aid them in transitioning between different activities.

Peers: Peers who do not have disabilities can model positive prosocial and communication skills and demonstrate everyday routines that young children with disabilities can imitate. Classmates can also help children develop social relationships and increase their motivation to be part of classroom activities.

Noise: Managing noise in the classroom plays an important role in both learning and behavior. Loud classrooms affect a child's ability to understand increasingly complex language. Carpets and other sound-absorbing materials, like wall hangings, heavy drapes, felt, and chairs with tennis balls on the bottom of metal legs, all help reduce classroom noise.

Materials: Modifying materials in the classroom can have a big impact on independence. Add pencil grips to crayons and markers to make them easier for children with motor difficulties to hold. Gluing small knobs to puzzle pieces make them easier to pick up.Create opportunities for refugee parents to share their traditions.

Determine where individual children need more support

What do you expect children to do and learn during typical routines and activities? Consider this, then think about the supports you can provide to help a child with a disability be more independent and successful. Break down activities into smaller, more manageable tasks for her, and teach the tasks one by one. To help the child transition to a new activity, give her a picture or symbol of the area to show where to go next. If a child uses a nonverbal mode of communication (picture symbols, sign language), teach all of the children to use it.

Finally, trust your knowledge and instincts

Whatever the needs of the children in your classroom, learn to trust your instincts and rely on your professional expertise and judgment. Be willing to seek help from others who have valuable experience and knowledge to share with you. These are important things you can do not just for children with disabilities but for every child in your classroom!

COMMONLY USED SPECIAL EDUCATION TERMS

When there is a child with a disability or developmental delay in your class, you're likely to hear a dizzying variety of terms from special education professionals. Here are a few helpful definitions.

Assistive technology (AT): any item, piece of equipment, software program, or product system that is used to increase, maintain, or improve the functional capabilities of children with disabilities. Assistive technology helps with speaking, seeing, hearing, learning, walking, and many other functions. Different disabilities require different assistive technologies (wheelchairs, walkers, braces, educational software, pencil holders, communication boards).

Developmental delay: a significant lag in a child's achievement of developmental milestones in one or more areas of development (cognitive, language, motor, social-emotional)

Disability: a physical or mental condition-such as hearing loss, cerebral palsy, autism, or Down syndrome-that affects the way the body works or develops and that significantly limits a person's abilities in one or more major life activities, including walking, standing, seeing, hearing, speaking, and learning [Americans with Disabilities Act (ADA) of 1990 (Public Law 101-336)]

Inclusion: the practice of educating children with disabilities in the same classroom as their same-age peers who do not have disabilities. Inclusion is part of the philosophy that people are more alike than different, that differences make classrooms and experiences richer, and that everyone-children with and without disabilities, families, educators, and communities-benefits when children are educated together.

Individualized Education Program (IEP): a written plan for a child between the ages of 3 and 21 that outlines the child's learning goals and the services to be provided to meet his educational needs

Individuals with Disabilities Education Act (IDEA) of 2004 (Public Law 108-446): the law that governs how states and agencies provide early intervention and special education services to children and young adults

Interdisciplinary (or multidisciplinary) team: a team of professionals who evaluate a child to determine whether a delay or disability exists and whether she qualifies for services

Least restrictive environment (LRE): the educational setting that allows a child-to the maximum extent possible-to be educated with his same-age peers who do not have disabilities

Referral: a formal request that is often made by families, physicians, or teachers to begin the special education evaluation process

Sensory processing issues: difficulty handling and responding to sensory input
Note: While you may occasionally hear the older term mainstreaming used to mean inclusion, the two are not interchangeable. Mainstreaming describes a child with a disability participating in a program with her peers for just part of the day or for specific activities where she can participate without the teacher making any changes to the activity. Inclusion is the philosophy that children can engage in activities with their peers even if those activities need to be adapted or modified in some way for children to be successful.
Author's note: Different terms, such as challenged, differently abled, and s pecial needs, are used to refer to individuals with disabilities. While these terms appear to be inoffensive and seem to emphasize positive qualities, they are euphemisms and are not frequently used in the disability advocacy community (Syracuse University Disability Cultural Center). The Essentials: Supporting Young Children with Disabilities in the Classroom (the book the information in this article is adapted from) uses "child with a disability," and we do also.

Photos © NAEYC/iStock

# data[].attributes.attachment_link.title
Every Child Belongs: Welcoming a Child with a Disability

# data[].attributes.attachment_link.description
When you open your classroom door this new school year, you'll be welcoming preschoolers with a variety of experiences, strengths, and challenges.