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    The Hidden Curriculum: Its Impact of Peer Relationships on the Quality of Inclusion and Learning Experienced by Children with and without Down Syndrome in Early Childhood Settings (2009)

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    http://hdl.handle.net/10092/5218
    
    Publisher
    University of Canterbury. School of Educational Studies and Human Development
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    • Education: Conference Contributions [228]
    Authors
    Rietveld, C.M.
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    Abstract

    Discrepancies have been known to occur between parents and teachers’ reports of inclusion and children’s actual experiences of inclusion. This qualitative study of 3 children with Down Syndrome (DS) and their peers (aged 3 years) in 3 different early childhood settings indicated that facilitative inclusion (the kind of inclusion that is supportive of learning and development) was not experienced by any of the children with DS. Results showed that the quality of inclusion was affected by the manner in which the explicit curriculum was implemented and by the effects of the unintended or hidden curriculum, which is the focus of this paper. Teachers and parents interviewed reported minimal awareness of how the hidden curriculum the children experienced impacted (negatively) on their learning. This study describes some of the hidden barriers faced when children with and without DS interact and concludes by illustrating how early childhood educators might facilitate children’s cognitive and social processes using incidents from the data and drawing upon recent disability and learning theories to inform such facilitation.

    Citation
    Rietveld, C.M. (2009) The Hidden Curriculum: Its Impact of Peer Relationships on the Quality of Inclusion and Learning Experienced by Children with and without Down Syndrome in Early Childhood Settings. Wellington, New Zealand: IEAG and Standards Plus Making Inclusive Education Happen Conference, 28-30 Sep 2009.
    This citation is automatically generated and may be unreliable. Use as a guide only.
    ANZSRC Fields of Research
    39 - Education::3903 - Education systems::390302 - Early childhood education
    13 - Education::1303 - Specialist Studies in Education::130312 - Special Education and Disability
    Rights
    https://hdl.handle.net/10092/17651

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    • Early Childhood Inclusion: The Hidden Curriculum of Peer Relationships 

      Rietveld, C.M. (University of Canterbury. School of Educational Studies and Human Development, 2010)
      Discrepancies have been known to occur between parents and teachers’ reports of inclusion and children’s actual experiences of inclusion. This qualitative study of 3 children with Down Syndrome (DS) and their peers, aged ...
    • Starting preschool: How do children with and without Down Syndrome become valued members of peer Groups? 

      Rietveld, C.M. (University of Canterbury. School of Educational Studies and Human Development, 2007)
      The purpose of this study was to investigate the process of transition from home to early childhood centre or playgroup for three children with and three children without Down Syndrome (DS). This qualitative study explored ...
    • Supporting young gifted children through transitioning from early childhood education to school 

      Dean J; Delaune A (2019)
      The importance of the early years has long been recognised. Positive experiences in the early years help to build children’s learning and development across the lifespan. This article argues that strong collaborative ...
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