scholarly journals Promoting the Social Competence of Each and Every Child in Inclusive Early Childhood Classrooms

2019 ◽  
Author(s):  
Adam S. Kennedy
Keyword(s):  
Early Childhood ◽  
Social Competence ◽  
The Social ◽  
Early Childhood Classrooms ◽  
Inclusive Early Childhood

Social competence in early childhood: An empirical validation of the SOCIAL model

2020 ◽  
Author(s):  
Carola Tuerk ◽  
Vicki Anderson ◽  
Annie Bernier ◽  
Miriam H. Beauchamp
Keyword(s):  
Early Childhood ◽  
Social Competence ◽  
Social Model ◽  
Empirical Validation ◽  
The Social

scholarly journals Early Childhood Predictors of the Social Competence of Adults with Autism

2011 ◽  
Vol 42 (2) ◽  
pp. 161-174 ◽  
Author(s):  
Kristen Gillespie-Lynch ◽  
Leigh Sepeta ◽  
Yueyan Wang ◽  
Stephanie Marshall ◽  
Lovella Gomez ◽  
...  
Keyword(s):  
Early Childhood ◽  
Social Competence ◽  
Adults With Autism ◽  
The Social ◽  
Childhood Predictors

Pandemic Effects: Ableism, Exclusion, and Procedural Bias

2021 ◽  
pp. 16-29
Author(s):  
Kathryn Underwood ◽  
Tricia Van Rhijn ◽  
Alice-Simone Balter ◽  
Laura Feltham ◽  
Patty Douglas ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Urban Communities ◽  
Childhood Disability ◽  
Childhood Education ◽  
Rural And Urban ◽  
The Social ◽  
Education And Care ◽  
Institutional Organization ◽  
Inclusive Early Childhood

The COVID-19 pandemic has changed social organizations and altered children’s worlds. As part of an ongoing longitudinal study of the institutional organization of disabled children’s lives, since March 2020 we have conducted interviews with families in rural and urban communities across Canada (65 families at the time of writing). The narrow focus of governments on the economy, childcare, and schooling does not reflect the scope of experiences of families and disabled children. We describe emerging findings about what the effects of the pandemic closures demonstrate about the social valuing of childhood, disability, and diverse family lives in early childhood education and care. Our research makes the case that ableism, exclusion, and procedural bias are the products of cumulative experiences across institutional sites and that it is critical we understand disabled childhoods more broadly if we are to return to more inclusive early childhood education and care.

Sign in / Sign up

Export Citation Format

Share Document