Abstract
Policies that promote investment in the early years of development lead to both equity and economic efficiency. Early investment in preschool leads to gaining more capable, productive, prevention of achievement gaps, improved health, and valuable citizens that pay dividends to America for generations to come. (Heckman, 2012) In 2017, slightly less than 1 in 5 children lived in families with incomes below the federal poverty line with the proportion of children in poverty, by race/ethnicity, being highest among black and Hispanic children (29 and 25 percent, respectively, compared with 11 percent among white children. Research suggests that young children with disabilities of different races, living in poverty and experiencing trauma make significant progress in social/emotional growth and learning when included in early childhood programs with their typically developing peers (Novarro-Cruz & Luschei, 2018). As educators in special education and early childhood education, we strongly believe all children must be provided with equal opportunity and early childhood education is a key component of sustainable global development. Findings from the study considered in this paper, suggest that we have developed a greater understanding of and appreciation for the complexity, challenges, and rewards of educating young children. We must recognize the critical role and importance of cross-boundary thinking, collaboration, partnerships, and use of deliberate creative approaches to provide all young children with an equitable educational opportunity.
Presenters
Hannah Ehrli, Ed.DLead Instructor, Early Childhood Special Education, Orange County Public Schools, Florida, United States Suzanne Martin
Professor, School of Teacher Education, University of Central Florida, Florida, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Civic, Political, and Community Studies
KEYWORDS
Early childhood, Disabilities, Race
