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Universal Design for Learning (UDL) is a framework for teaching and learning that seeks to make content accessible to the broadest range students. Minimizing barriers and
As early educators, we know young children in a preschool classroom are at varied developmental levels and different interests. In the early years, “children's growth is most uneven, and in large measure idiosyncratic” (Perrone, 1991, p. 2). Therefore, trying to teach and assess the development of a class of 3 and 4-year old children requires a lot of planning and assessing to find ways to support the growth and development of each child in our care.
Understanding the principles of the UDL framework can help preschool teachers think about how they can make their lesson plans accessible and engaging for all students.
EARLY EDUCATORS should aim to apply the 3 principles of UDL ...
EARLY EDUCATORS should aim to apply the 3 principles of UDL ...
Multiple means of
REPRESENTATION
Multiple means of
REPRESENTATION
Present new concepts to young children through varied activities, experiences and resources.
This helps all children to be able to interact with the topic in a way that interests them, and is accessible to their developmental level and learning style.
Multiple means of
ACTION & EXPRESSION
Multiple means of
ACTION & EXPRESSION
Provide multiple ways for children to act on and demonstrate understanding of content.
Preschool children learn and show their skills through play, not by sitting at a table, responding to commands or pointing to pictures on flip cards (Bagnato and Yeh-Ho, 2006). Therefore, teachers need to provide varied options for children to be able to demonstrate their abilities.
Multiple means of
ENGAGEMENT
Multiple means of
ENGAGEMENT
Provide children choice in learning
Since young children learn through play and active exploration during activities of interest to them, teachers should make sure materials related to new learning content is available in a variety of learning centers for children to self-select and explore.
EXAMPLE TOPIC: Apples
EXAMPLE TOPIC: Apples
A lesson that teaches about apples could present the information to children through multiple means: such as stories, fingerplays, videos (see above), science experiments, food tasting and (when possible) field trips. Presenting the content in multiple formats taps
into multiple learning styles.
In the UDL classroom, teachers consider the various ways that students learn and present information in a variety of ways to facilitate learning for the diverse learners within their classrooms.
(Dell, 2000, p. 79)
EXAMPLE TOPIC: Pumpkins
EXAMPLE TOPIC: Pumpkins
A lesson that teaches about pumpkins could provide varied options for children to express their knowledge and interest: such as art projects (see above), writing or dictating stories, cooking projects
or songs.
In the UDL classroom, teachers appreciate differences among their students’ abilities, learning styles, talents, and preferences. Teachers who respect students’ individual needs and preferences will offer alternatives so that they are assessing students’ understanding.
(Dell, 2000, p. 83)
EXAMPLE TOPIC: Fire safety
EXAMPLE TOPIC: Fire safety
Young children can learn about fire safety through active play in areas of interest by providing materials to support and engage them in your learning centers. Add items in your block center, dramatic play and art areas that supports learning of the topic or content.
Teachers in a UDL classroom know that students are more attentive and motivated to learn when they are interested or invested in an activity or topic.
(Dell, 2000, p. 91)
REFERENCES
REFERENCES
Bagnato, S. J., & Yeh-Ho, H. (2006). High stakes testing with preschool children: Violation of professional standards for evidence based practice in early childhood intervention. KEDI Journal of Educational Policy, 3(1), 23-43. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=22149067&site=ehost-live&scope=site.
Dell, A. (2017). Assistive Technology in the Classroom (What's New in Special Education), Pearson Education. Kindle Edition.
Perrone, V. (1991). On standardized testing. ERIC Clearinghouse on Elementary and Early Childhood Education, 1-5.
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