Relationship-Based Care for Infants and Toddlers

Susan L. Recchia is a professor emeritus in the Department of Curriculum and Teaching at Teachers College, Columbia University. Minsun Shin is an associate professor in the Department of Teaching and Learning at Montclair State University. Eleni Loizou is a professor in the Department of Education and Early Childhood Education Program at the University of Cyprus.

• Acknowledgments1.  Introduction: Ways of Thinking About, Talking About, and Taking Steps Toward Social InclusionThe Many Faces of InclusionThe Need to Broaden the Research FrameworkTraditional Ways of Looking at Inclusion A Challenge to the Dominant Discourse about InclusionAn Inclusive Learning Environment: Classroom Components and Teacher Competencies Organization of the Book2.  Welcoming Children with Disabilities to the Table: Classroom Components that Value Individual DifferencesWhat Researchers Say about the Social Competencies of Young Children with Special NeedsPositive Responses to Diversity of AbilityMario's Story: Meeting the Needs of a Child with Cognitive Delays Who Is Motivated to Play with OthersAdam's Story: Meeting the Needs of a Child with Physical Disabilities Who Is Highly Motivated to Move IndependentlyJoey's Story: Meeting the Needs of a Child with Social Challenges Who Demonstrates Unusual Social Behaviors Final words: Bridging Developmental DifferencesHow Can You Make a Difference?Questions for Further Reflection3.  Rethinking Social Inclusion: Classroom Components That Empower All ChildrenWhat Other Researchers Say about Social Inclusion of Children with Challenging or Inappropriate BehaviorsIra's Story: Dealing with a Child Who Is Marginalized in the ClassroomCody's Story: Responding to an Aggressive ChildAbigail's Story: Dealing with a Quiet Child Who Loses the Teachers' Attention'Final Words: ''Moving toward Inclusive Classrooms That Value EveryoneHow Can you Make a Difference? Questions for Further Reflection 4.  Becoming a Teacher that Makes a Difference: Examining Values, Reconsidering Expectations, and Developing Competencies to Transform Classroom PracticeChallenges of InclusionWhat Other Researchers Say about the Role of Teachers in Facilitating Social Interactions in Early Childhood ClassroomsA Reconceptualization of Early Childhood Inclusive TeachingThe Six Teacher Competencies for an Inclusive ClassroomTeacher Competencies as a Framework for Transforming Teaching and Learning in the Early Childhood Classroom5.  Early Childhood Classrooms as Inclusive Learning Communities: Our Visions for the FutureSynthesizing the Components and Competencies Through a Relationship Lens Overarching Principles for Inclusive PracticeBringing Early Childhood Inclusion to Life: Applying the Classroom Components and Teacher CompetenciesWhere Do We Go from Here? Implications for Teacher Preparation and Ongoing Teacher DevelopmentReferencesIndexAbout the Authors