Bienvenidos a todos los niņos: Cuidado inclusivo [Spanish] [Welcoming All Children: Creating Inclusive Child Care] [Video and Guide]
Tamyra Freeman, Lois Hutter-Pishgahi, Elizabeth Traub, Christi Szakaly-Meredith, Resa Matlock
Early childhood is a time for inclusion, and this videotape was created to convince childcare providers that they have the experiences, abilities, and creativity to include children with special needs in their programs. The videotape begins by defining an inclusive childcare program and by pointing out that this type of program benefits children with and without special needs and their families. An inclusive program accepts children with different capabilities, involves children to the best of their abilities, has teachers who know the needs of the children, has the same rules for all, understands that each child has his/her own strengths, and has a physical setting that promotes independence. Next the videotape focuses on ways caregivers can prepare for a new child, including questions to ask parents about their child and requirements of federal legislation. Then creative strategies that teachers can utilize in the classroom are demonstrated. These include trying new methods, adjusting the language and the materials used, choosing toys carefully, making simple changes to activities, and learning about special equipment. The final section addresses the team formed to help children with special needs, listing members of the team and demonstrating how these specialists can provide their services in the regular classroom. Information is also presented about Individualized Family Service Plans (IFSPs) and Individualized Education Plans (IEPs). (Voice-over in Spanish.)
Tamyra Freeman, Lois Hutter-Pishgahi, Elizabeth Traub, Christi Szakaly-Meredith, Resa Matlock. Bienvenidos a todos los niņos: Cuidado inclusivo [Spanish] [Welcoming All Children: Creating Inclusive Child Care] [Video and Guide] (1995). Ball State University: Muncie, IN.
Sponsoring Agency: Ball State University
Language: Spanish
Reading Level: Average
Formats Available: Printed Material, Videotape
(The accompanying print guide is also titled "Welcoming All Children: Creating Inclusive Child Care" - contact producer regarding price)
Ball State University
The Child Care Collection
c/o Christi Szakaly-Meredith
BSU TC 2008
Muncie, IN
47306
Phone: (765) 285-7369
Fax: (765) 285-5455
Email: cszakaly@gw.bsu.edu
Languages Available: English, Spanish
Welcoming All Children: Creating Inclusive Child Care [Video and Guide]
Intended User Audience:
Early childhood care and education professionals including child care providers, preschool personnel, K-3rd grade teachers, preservice students in ECE, ECSE, and working toward CDA (Child Development Associate) certification.
Product Development:
Two co-directors oversee development of the videos in this collection. Both have backgrounds in early childhood education and one of the co-directors is bilingual in Spanish and English. Each video is developed using a multi-step process. First, state level personnel decide on the content areas for new videos (once each year). Second, a team of experts is gathered representing higher education faculty (mostly in-state), state personnel, child care providers from home and center-based settings, and other disciplines as needed for specific topics (e.g., physical therapist). Based on input from the team, a script is developed. Then in-state sites are chosen for filming. A production crew and members of the expert team as well as state level personnel often accompany staff to the sites. Edits to the scripts and video segments are done as a group. The process takes approximately six months to complete.
While the cultural and linguistic diversity of each time is primarily Anglo and English-speaking, an effort is made to film at sites representing diversity in both children and staff (e.g., home child care, preschool center in the inner city, university lab schools).
Product Evaluation:
As noted above, informal evaluation is done during the development of each video. The team reviews the script and footage in an ongoing manner. There are plans for focus groups and surveys to collect data concerning the effectiveness of the videos (presentation and content). The complete set of videos (N =23) are also used as part of CDA certification in Indiana.
Product Dissemination:
As of December 1999, over 50 copies of Bienvenidos a Todos los Niņos had been distributed throughout the United States.
Review #1
About the reviewer:
The reviewer is from Puerto Rico. She received her master's degree
in early childhood special education and an advanced degree in
administration and supervision of special education programs at the
University of Illinois at Urbana-Champaign. She worked as a trainer
for the Parent Information Center in Puerto Rico and is currently
working with the New York University Quality Improvement Center for
Disabilities as a trainer for the Early Head Start and Head Start
Programs in Puerto Rico and the Virgin Islands.
Audience:
Reflections of Practice: A Companion Guide to Indiana's Child Care Collection Video Series is intended to provide current research and best practices on a variety of topics in early childhood care and education. The intended users are early childhood care givers and educational professionals including child care providers, preschool personnel, K - 3rd teachers, preservice students in early childhood education, early childhood special education and those working toward an associate's degree. The manual is available only in English. The videos are in English and have been translated into Spanish. They have been disseminated throughout the United States.
Strengths of the Material:
The purpose of the material is clear. It intends to help families and teachers increase their knowledge of what constitutes good quality care. The presentation of the guide is easy to follow. It is divided in three major sections: curriculum, specific types of care, and management issues. Each module follows the same format: objectives, things to think about, view the video, overview of the video, definitions, concepts to consider, view the video again, reflections, related activities, and resources. The major theme of each page is highlighted. The use of a journal is encouraged to reflect on what was seen or heard that would affect work with children and families. Definitions are provided. The language used acknowledges diversity (e.g., family structures, disabilities, etc.). A variety of methods that reflect different learning styles and communicative patterns are used for conveying information.
The video Bienvenido a Todos los Niņos: Cuidado Inclusivo provides an appropriate definition of inclusion. It addresses changes that may be required in the existing system in order to promote inclusion and accommodate children from diverse cultural and linguistic backgrounds. It presents strategies for supporting children who are medically and/or physically challenged and also encourages adapting activities, materials, equipment, environments and intervention strategies to accommodate the abilities of individual children. The video encourages collaboration among all providers. The video was first developed in English and has been translated into Spanish. The translation is accurate and does not interfere with the comprehension of the material.
Limitations of the Material:
The format of the manual is unattractive. There is not enough spacing between lines. More spacing and different fonts and font sizes would make it easier to follow. Pictures and graphics are not included. The material is designed specifically for training of early child care educational professionals and does not encourage family participation at the training. The Spanish version of the video does not include family stories of the target audience or authentic voices with real family stories.
Adaptations:
Families can benefit from most of the information provided in the modules, and early childhood care professionals can also benefit from family experiences. These modules can be easily adapted to include a section that encourages family participation (e.g., how to encourage dramatic play at home, movement, what is a natural environment and why is it important, etc.). Trainers or facilitators can revise all modules to assure they encourage inclusive practices (e.g., the module on creative outdoor environments should include ideas of how to adapt outdoor equipment, appropriate outdoor surfaces for wheelchairs, activities that encourage participation of all children, etc.). When using the Spanish version of the video, trainers can invite Spanish-speaking families to share their stories regarding inclusion. Commercial or homemade videos of Spanish-speaking families can also be used.
Generalizability:
The manual provides useful and valuable information. The video is an effective and powerful resource for promoting inclusion. It provides a strong message of inclusion, respect, acceptance and belonging that is appropriate and can be useful across different states and within different cultural groups. It would be meaningful and appropriate in my community (e.g., Hispanic groups within the United States and its territories).
Recommendations:
The reviewer recommends this guide and video with adaptations that assure inclusive practices and Spanish-speaking families' stories.
Producer's Response:
Not available at this time.
Review #2
About the reviewer:
The reviewer has more than 25 years experience in working in the
non-profit world. Her work has largely consisted of developing
programs for special populations (women, early childhood education,
youth at risk, elderly, people with disabilities). As executive
director for a women's program, she developed an entrepreneurship
program for older women who are considered among the hard core
unemployed population of the Rio Grande Valley. This program, called
Women's Employment and Education Service (WEES), was so successful
that it was highlighted in several magazines. She also developed a Teen Theater, for youth at risk for dropping out of school.
During her work with infants and small children, she developed a "promotora" (promoter)
program in which neighborhood women made home visits to young mothers to teach infant stimulation,
and early childhood and pre-natal classes. In her current work, she is involved in
education and training for parents and children who live in rural areas.
Audience:
The video is intended for early childhood care providers, preschool teachers or professionals who are Spanish-speaking and who are entering the field of early childhood training.
Strengths of the Material:
Using the same format as the English version of the video, the translator points out the importance of inclusion of all children in early childhood centers. The material uses the same jargon and same players as the English version. The translator uses clear words and phrases that enable Spanish-speaking professionals or early childhood workers to understand the content.
Limitations of the Material:
There is no mention regarding the background of the translator. The translation is verbatim. The translator uses a one-tone voice, indicating that he is reading from a script. The guide is not translated into Spanish. If the audience does not have previous knowledge of the terms or strategies, the meaning of the material will be lost. This applies in particular to technical terms, such ADA. As in the English version, IDEA is not mentioned.
The video is not modified to fit the intended Spanish-speaking audience. Families from other cultural and linguistic backgrounds are not identified. The activities and examples do not reflect the values, beliefs and practices of the target audience.
Adaptations:
A practice guide written or translated into Spanish to go with the Spanish video would be helpful. The English practice guide indicates the use of the video; however the translated video stands alone; it has no translated guide. A person who views the Spanish video will need a skilled knowledge of the material in that language to understand the terms or jargon used in this video.
The video can be enhanced by inviting diverse families, especially families of children with disabilities, who have or wish to have children in early childhood centers to share their experiences with trainees. The bilingual trainer will need additional training or knowledge of the topic to elaborate further on the issue, rather than translating verbatim.
Generalizability:
The content of the material has merit in spite of the translation. There are very few videos in Spanish that reflect inclusion. The video addresses the importance of children with or without disabilities playing, learning and sharing together. This is meaningful to parents of children with disabilities, in particular, those Spanish-speaking families who are not familiar with environments that promote inclusion.
Recommendations:
Recommend with adaptations. If this video is adapted to fit the new intended audience, it will be of value, especially in areas with a high concentration of Latino families. Without the guidebook, this video has little value.
Producer's Response:
Not available at this time.
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