Typical, Atypical, and Neurodiverse: Strategies For All Part 2

The field of early childhood education continues to evolve and change. Whether we are classroom teachers, family care providers, administrators, supervisors, or other recognized staff personnel, we find ourselves challenged with new and sometimes perplexing responsibilities. Parents, society in general, and legislative requirements add into the mix of what we are expected to do. But at the heart of everything is our need to remember that we must do what is best for the children in our care. Research and general practice strategies push our skills and knowledge base. However, because of many factors, learning environments are different than they were 5 or more years ago. Children, also, have been impacted by many influences. In order to meet the needs of the children in our care—whether they are typically developing, atypical in nature, or more broadly neurodiverse—it is important that we embrace a broader set of practices in order to meet all needs. This set of sessions is designed to provide an overview of child development, examine behavior and classroom management ideas, specifically address self-regulating and self-control development, review practices that may have worked in the past but seem to not be as effective now, look specifically at how to incorporate a variety of plans in order to address a multiplicity of challenges, and discuss how to simply modify some program ideas to better work with children’s needs.

Host or Publisher R'Club Child Care, Inc. Special Services