The fourth foundational principle for meeting ALL children’s needs is Culturally Responsive Pedagogy which entails addressing social barriers that can cause disparities in children’s achievement by being mindful of and removing these barriers so all children succeed. If you haven’t yet, be sure to visit this original blog post https://blogs.iu.edu/earlyliteracy/2025/04/25/all-really-does-mean-all/ which shared the 6 evidence-based… Read more »
Month: May 2025
Meeting Everyone’s Needs: Foundational Principle 3: Multi-tiered System of Supports (MTSS)
The third foundational principle for meeting ALL children’s needs is Multi-tiered System of Support (MTSS). MTSS grew out of the integration of two other intervention-based frameworks: Response to Intervention (RTI) and PBIS (Positive Behavioral Interventions and Supports). In early childhood education, fostering the development of young learners requires a proactive and structured approach to meet their diverse needs. MTSS… Read more »
Meeting Everyone’s Needs: Foundational Principle 2: Universal Design for Learning (UDL)
All children are unique and learn and develop at their own pace. Universal Design for Learning (UDL) supports all children to meaningfully participate in the classroom by offering multiple means of representation (sharing content), engagement (accommodating different learning styles/preferences), and expression (demonstrating understanding). When applied to early literacy instruction, implementing UDL practices can support and… Read more »
Meeting Everyone’s Needs: Foundational Principle 1: Inclusion
The first foundational principle for meeting all children’s needs is Inclusion. The 2009 Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) Joint Position Statement on Early Childhood Inclusion describes Inclusion as embodying the values, policies, and practices that support the right of every infant and young child… Read more »