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One example was the day a preschool student from the regular education class came to me and handed me a book that she wanted to read to me. I was surprised but let her open the book and begin reading. It reminded me not to assume the level of ability of any student as each student is an individual and develops at individual rates.
In observing the classrooms I found that problems can be dealt with by remaining flexible and keeping an open mind (Safer, 2003).
An example of this philosophy occurred when an autistic preschool student was included in the inclusion setting. "Tommy" did not respond to verbal cues nor was he a verbal child. The teacher made up several index cards for him and each one had a picture on it of what was expected. When it was time to eat she handed him the card with the picture of a student eating on it and he would place it beside his lunch at the table. When it was time to play outside she handed him the card showing children on a playground and he knew to line up. It was not long before students began to show him the cards when they wanted something from him as well and what could have been a potentially awkward situation became a comfortable one both for Tommy and for those in his classroom.
During my observation I found many differences between what I thought actual teaching would be like and what it turned out to be like. For the first time I saw that my rigid concept of kindergarten and preschool abilities and attitudes were wrong. I was able to adjust my thinking because of the observations that I made and now I know I will be much more flexible when it comes to accepting the individual abilities and limitations of my students (Pelletier, 2003).
In addition I was not even remotely aware of the importance of diversity teaching when it comes to kindergarten and preschool age students. Through the observation...
(EDS.) (2001). EMBRACING IDENTITIES in EARLY CHILDHOOD EDUCATION: DIVERSITY and POSSIBILITIES. MIDWOOD; LB1139.23.E58.
SAFER, STEFFEN (2003). PRACTICAL SOLUTIONS to PRACTICALLY EVERY PROBLEM: THE EARLY CHILDHOOD TEACHER'S MANUAL. REDLEAF PRESS.
WOMG, HARRY K., WONGN, ROSEMARY T. (2004). FIRST DAYS of SCHOOL: HOW to BE an EFFECTIVE TEACHER. HARRY K. WONG PUBLICATIONS.
PELLETIER, CAROL MARRA (2003). STRATEGIES for SUCCESSFUL STUDENT TEACHING. REDLEAF PRESS.
COOTER, ROBERT B. JR. (ED.) (2004). PERSPECTIVES on RESCUING URBAN LITERCY EDUCATION: SPIES, SABOTEURS and SAINTS. [ELECTRONIC RESOURCE] E-BOOKS; LC5128.P47
References
GRIESHABAER, SUSAN and CANNELLA, GAILE S. (EDS.) (2001). EMBRACING IDENTITIES in EARLY CHILDHOOD EDUCATION: DIVERSITY and POSSIBILITIES. MIDWOOD; LB1139.23.E58.
SAFER, STEFFEN (2003). PRACTICAL SOLUTIONS to PRACTICALLY EVERY PROBLEM: THE EARLY CHILDHOOD TEACHER'S MANUAL. REDLEAF PRESS.
WOMG, HARRY K., WONGN, ROSEMARY T. (2004). FIRST DAYS of SCHOOL: HOW to BE an EFFECTIVE TEACHER. HARRY K. WONG PUBLICATIONS.
PELLETIER, CAROL MARRA (2003). STRATEGIES for SUCCESSFUL STUDENT TEACHING. REDLEAF PRESS.
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