Covering the Bases: Pairing Sign With Spoken Word in Early Childhood Settings

Abstract

130 YOUNG EXCEPTIONAL CHILDREN Vol. 23, No. 3, September 2020 https://doi.org/10.1177/1096250619845644 DOI: 10.1177/1096250619845644 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2019 Division for Early Childhood Mrs. Gaines, who holds a dual credential in early childhood and early childhood special education, teaches in an inclusive preschool classroom serving children and families from culturally and linguistically diverse backgrounds. At the beginning of the school year, all 15 children in Mrs. Gaines’ classroom sit around a large oval rug as she leads the morning circle time routine by singing familiar songs and clapping to the rhythm. One paraeducator, Mr. Lopez, writes observations, while another paraeducator, Ms. Wilson, models circle time expectations. Most children follow along with Mrs. Gaines’ singing and clapping, while some children engage in other ways. For example, Min Joon voices the beginning sounds of familiar lyrics and rocks his body back and forth. Another child, Julieta, remains silent as her hands rest in her lap and she gazes at peers. A third child, Draymond, listens carefully to the song lyrics as he leans toward Mrs. Gaines, cupping his left hand behind his ear. After circle time, Mrs. Gaines, Mr. Lopez, and Ms. Wilson discuss their observations. Mr. Lopez expresses concern that some children, including Min Joon, Julieta, and Draymond, may not understand the circle time routine. The team identifies that spoken communication 845644 YECXXX10.1177/1096250619845644Pairing Sign With Spoken Word / Waters research-article2019