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Advocating For Early Childhood Students

Advocating For Early Childhood Students

Advocating For Early Childhood Students

The NYSED’s 100.3 Program Requirements for Students in Grades Prekindergarten through Four (2015) state that “the instructional program for prekindergarten and kindergarten should be focused on the children’s ages, interests, abilities, and needs.” Such learning scenarios must involve differentiated teaching to encourage the development of new concepts and skills. Teachers may draw from Piaget’s Cognitive Development Theory and Gardner’s Multiple Intelligences when designing customised lessons for their students. Teachers can “create courses that embrace each distinct type of intelligence” (Miniland, n.d.) using Gardner’s many bits of intelligence theory, enabling their students to “adapt to their learning strengths” (Miniland, n.d.). Additionally, Piaget’s theory of cognitive development gives teachers knowledge about the intellectual growth of a typical child at each stage.

Furthermore, we must be aware of the developmental areas in which children are ready to learn before we can differentiate their education. For instance, we can read aloud to our children books in the Language/Literacy Developmental area to “help prepare children to identify new words from context, as well as enhance their general phonological awareness” (Mead, n.d.). Additionally, teachers should encourage their pupils to ask questions about the world and the systems that govern it in the Cognition and General Knowledge Developmental domain (Mead, n.d.). Children’s curiosity “may motivate them to delve into areas of interest and build background knowledge that will improve their reading comprehension and other key academic abilities” (Mead, n.d.).

In light of this, educational specialists are just one of the many options available to help kids with their unique requirements. Professionals specialising in a particular topic may collaborate with educators to create lesson plans that may be taught effectively and satisfy the needs of every student in the classroom.

According to Johnson (2009), differentiated teaching “provides equal learning activities that cater to students’ abilities while bringing all students to the same learning target” Since lessons and activities are targeted to each student’s needs, differentiating teaching for early childhood pupils will boost their developmental domains and aid them in succeeding in other subject areas in the long run.

Overall, I like curriculums for young children that include differentiated learning. We appreciate you taking the time to read this message.


Johnson, B. (2009, March 3). Differentiated Instruction Allows Students to Succeed. Retrieved from

Mead, S. (n.d.). The 5 Domains of School Readiness-And Why They Matter. Retrieved from

Miniland. (n.d.). How to Benefit from Multiple Intelligence Theory in the Classroom. Retrieved from

Part 100 Regulations. (n.d.). Retrieved from


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Policy and decision-makers do not always understand young children’s development and educational needs. It is the job of the early childhood educator to advocate for the resources required to meet the needs of all students. Early childhood educators should be ready to provide the information policy, and decision-makers must determine the value of differentiated early childhood education programs.

Advocating For Early Childhood Students

Advocating For Early Childhood Students

For this benchmark assignment, research a current statute in the state legislature has decided that affects the differentiation needs of early childhood students. Then, write a letter to your legislative representative, either for or against the statute, advocating for the differentiated needs of early childhood students.


Two or more of the theoretical concepts studied in this course support your position.

How do you identify the student’s readiness for learning in at least two developmental domains (cognitive, linguistic, social, emotional, and physical development)?

How educational professionals, such as key researchers, speech pathologists, reading specialists, etc., collaborate to evaluate teaching and learning outcomes and adapt and differentiate planning and practice for all students.

How differentiating instruction for young children can positively influence the developmental domains.

Support your letter with 3-5 scholarly references.

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