Modern classrooms are highly diverse in terms of socioeconomic status of students, their gender, ethnicity, development and so on. Instructors face a variety of issues while working in these classrooms especially when it comes to early childhood. Clearly, young learners need special attention and support from teachers.
Therefore, it is essential to develop certain instructional and behavioural support strategies which could have a positive impact on learning of typical, atypical and gifted students. Of course, these strategies should be applicable in diverse classroom environment.
Before analysing certain strategies, it is necessary to identify major milestone in development of pre-schoolers. Typical children continue developing their motor skills as well as learning skills. Independence of these children increases rapidly. They also become more empathetic. Vocabulary of preschool children is increasing and they learn how to solve problems, make judgements, plan ahead, and express their ideas (Bergin & Bergin, 2014).
It is noteworthy that children develop their creativity, roleplaying as well as telling stories. Development of atypical children differs from the norm and these children’s overall development (or development of some skills) is usually retarded. As far as gifted children are concerned, these young learners often develop some skills faster than the rest of children.
Notably, these children tend to remain unnoticed in early childhood classrooms (Allen & Cowdery, 2014). Admittedly, it is essential to properly identify the developmental stage of a student to employ the most effective behavioural and support instructional strategies.
It is necessary to note that every diverse classroom will require a mix of strategies. Young learners require a lot of attention and more guidance due to scarcity of their knowledge and, hence, it is possible to use direct approach (Allen & Cowdery, 2014). When presenting new vocabulary or concepts the teacher may often use teacher-centred approach and provide particular instructions to students.
These instructions can be given to the whole class. Admittedly, it is important to facilitate perception of the new concept with the help of concepts learners are acquainted with. Furthermore, it is essential to make sure all students understand the vocabulary used in class as many classes include students who learn English as the second language. The instructor has to pre-teach all new words and phrases as well as provide additional guidance if necessary (Allen & Cowdery, 2014).
Gifted and typical students may grasp the concepts faster than atypical students. Therefore, it is important to provide additional guidance to these students (Boat, Dinnebeil & Bae, 2010). Of course, it is better to predict most challenging points and come up with additional instructions or visual aid (pictures, objects, videos, audio and so on).
However, it is inappropriate to use this strategy too often. As has been mentioned above, this is the stage when young learners becoming more independent. Thus, it is essential to enable them to enjoy this independence.
Another strategy which can be used is based on the concept of the collaborative approach. When practicing some skills, it is possible to divide students into groups. This approach will help students to develop the necessary skills as well as such skills as cooperation, assistance, empathy, making decisions and so on (Bergin & Bergin, 2014). There are a number of ways to utilise the approach. It is possible to make groups of gifted children, atypical students and typical students.
Of course, instructions will be different for each group and will vary in complexity. This work will require supervision and the group of atypical students is likely to need more attention. This strategy will enable learners to face the challenge in accordance with the level of their expertise (Allen & Cowdery, 2014).
At the same time, the groups can be formed differently. It is possible to ‘mingle’ learners and make sure each group includes a gifted, atypical and typical student (or students). This strategy presupposes more interaction among students. Gifted learners will be able to help atypical and typical student to complete a task and explain some points.
This has a number of implications. For instance, all students are likely to grasp material better through discussion and collaboration. More so, students learn to be more independent. Clearly, teacher’s instruction may also be needed though they will be correctional and collaborative rather than directive.
This strategy is closely connected with positive behavioural supports (PBS) which are also based on the principle of collaboration. PBS is crucial for students who behave in an inappropriate way (Bergin & Bergin, 2014). Notably, such behaviour can occur in children pertaining to all three groups. It is possible to provide a real-life example of an effective use of PBS. A gifted child developed quite violent behaviour. It was decided to create a PBS group and develop a plan.
Prior to this decision, the teacher observed the child’s behaviour and studied his personal data. The PBS group included the instructor, both parents and a caregiver who took the child to the school. It turned out that the student started getting less attention from parents due to family issues. The members of the PBS group developed a plan of certain interventions including discussions with the child.
The process was not very easy but eventually the student became more responsive. The student got committed to study again. Actually, there was certain degree of maturity in the boy who became more silent and, at the same time, more cooperative in the class. Thus, this example suggests that PBS can be regarded as an effective strategy to address inappropriate behaviour.
Finally, it is important to consider effective assessment strategies which affect students’ behaviour and performance. There are lots of instruments to implement assessment. For instance, it is possible to use criterion-referenced assessment or norm-referenced assessment including such strategies as observation, standardised tests, and portfolios (Allen & Cowdery, 2014).
As far as typical students are concerned, it is possible to exploit norm-referenced assessment. However, students with disabilities need a criterion-referenced approach. This will enable the instructor to focus on skills the student actually has. Of course, it is essential to use positive approach and concentrate on the student’s accomplishments rather than failures.
On balance, it is necessary to state that teaching young learners has to include a variety of strategies and approaches and has to be aimed at reaching every student. Modern diverse classes require the use of mixed strategies and instructors have to be flexible.
This will enable students to effectively acquire new skills and knowledge irrespective of their socioeconomic, cultural backgrounds or their developmental stage. It is also clear that such interventions as PBS have a positive impact on students’ development. Thus, instructors have to be able to use a variety of strategies to address all issues which can occur in diverse classroom environment.
Reference List
Allen, E., & Cowdery, G. (2014). The exceptional child: Inclusion in early childhood education. Stamford, CT: Cengage Learning.
Bergin, C. C., & Bergin, D. A. (2014). Child and adolescent development in your classroom. Stamford, CT: Cengage Learning.
Boat, M. B., Dinnebeil, L. D., & Bae, Y. (2010). Individualizing instruction in preschool classrooms. Dimensions of Early Childhood, 38(1), 3-10.