The organization of early care in early childhood education

Abstract

Nowadays the school faces a great challenge to be able to pay attention to every child in the early stages of education. These chaHenges are basically the early schooling of children and a schooling which includes ALL the children. The idea of integration (inclusion in this case) has been something real in the early stages at school. But paying attention to diversity implies an individualised attention for the different or special child to stay at school as any other student. This attention requires not only educative support but also sanitary and social support. For this reason, it is necessary to coordinate different public entities in order to fulfil these necessities. The Early attention at school must foHow the foHowing tenets: dialogue between the families and the administration; free and equal opportunities avoiding risks and preventing disabilities; interdisciplinary interaction that must identify the different fields (the physic, psychological and pedagogical fields). FinaHy, coordination among all the professionals intervening in this process: a good distribution will help to limit the sphere of activity each service must work on. The tutor of the classroom has to make a didactic intervention taking into account all the factors that intervene in the child development (physic, neurological, psychological and pedagogical factors) to intervene form the educative point of view. That is to say, first of all, the teacher must value and list all the needs the child and his environment have. Having done this, he/ she will be able to carry out a rehabilitating educative treatment. This treatment will take into account both the curriculum established for that age and the programmes for specific support.