Indicators of a quality inclusion classroom in early childhood education

The topic is Indicators of a quality inclusion classroom in early childhood education (kindergarten or preschool age). Three main and foundational principles of early childhood inclusion to identify high quality early childhood programs and services, including Access, participation, and supports(DEC, 2009). My proposal demonstrated five dimensions, however my pro's feedback allowed me to choose one of the most important dimensions. So I choose the INCLUSIVE PRACTICES in classroom. Therefore, the final paper will explore and identify the reason, importance and the influence of inclusive practices in an inclusive classroom. Please find journal, scholarly, peer-review research paper that are related to the topic.
This research paper should examine in depth that topic. This paper should connect the chosen topic to early childhood studies, pedagogy, and research and your career goals.
****Important: The structure of the this paper must includes
1. Abstract : Provides a brief yet very comprehensive summary of the contents of the paper
Identifies all of: the scope of literature examined and number of items included in review; period of time covered in the review (e.g., range of years); and general conclusions reached in the review
Key words clearly and directly reflect the key concepts or ideas and accurately capture the essence of the review
2. Introduction: Very clearly details the rationale and main concept to be explored
Frames in detail the importance of the problem or topic of study to the field of ECS
Clearly articulates the goals of the literature review
3. literature review: Defines and clarifies in detail the problem or topic
Review is very focused on concept, context, age group, etc.
Review is logically organized (e.g., by similarity in theories, methodologies, historical development, etc.)
Summarizes previous investigations to inform readers of the breadth and depth of the research
Clearly identifies and thoughtfully critiques relations, contradictions, gaps, and inconsistencies in the literature
Suggests logical next steps in solving the problem and advancing the research
at least 18+ references from theoretical or research articles or chapters
4. conclusion: Brings together all of the big ideas or themes from the literature
Offers the reader a complete picture of the research, and demonstrates a thorough understanding of the field
Reports practical applications and implications to the field (research and practice) of review
Meaningfully reflects on topic and relates to current and/or future practice with children and families
5. Communication and Presentation: Consistently uses double spacing and Times New Roman, 12 pt. font throughout paper
All pages are numbered at bottom right-hand corner
Report includes all of the following details: a cover page with student name, student number, class section and correctly spelled instructor’s name.
Notes: The paper should be written from early childhood educators's perspective. It must includes at least 18+ resources in literature review part. You can use more if you want, but some articles should be deep analyzed critically by comparing similairity and difference with others. Demonstrates insightful analysis of source’s strengths, contributions, and limitations. Please do not use direct quotation. The topic should be focus"inclusive practice is one of the important indicators of a quality inclusion classroom." I uploaded some pictures that demonstrates some key component of inclusive practices, including children with special needs, ESL learner, cultural diversity etc. You may want to find some idea from it. This is the link of the pictures (from page 47, dimension C). https://www(dot)eenet(dot)org(dot)uk/resources/docs/Index%20EY%20English.pdf
Moreover, you can choose one of the Methodologies to explore this paper - deductive and inductive research. https://courses(dot)ryerson(dot)ca/d2l/le/content/370146/viewContent/2892437/View
let me know if you have any questions and thank you so much!!

C.2 | Mobilising resources
indicator C.2.11 The setting is well arranged to encourage play, learning and participation.
C.2.2 I Resources are distributed fairly.
C.2.3 I Differences between children are used as resources to support play, learning and participation.
C.2.41 The expertise of practitioners is fully utilised.
C.2.5 I Practitioners develop shared resources to support play, learning and participation.
C.2.6 I Resources in the surroundings of the setting are known and used.

c.i I Orchestrating play and learningindicator C1.2 I Activities encourage all children to communicate
a) Do practitioners speak clearly using words that are understood by the children?
b) Are practitioners aware of the use of gesture and facial expression for communication?
c) Does everyone in the setting learn how to gain the attention of others by a name or light touch before communicating with them?
d) Is everyone given proper attention when they try to communicate?
e) Do settings develop a culturally varied repertoire of songs and rhymes?
f) Are children helped to learn the names of other children and important people in their lives through rhymes and games?
g) Do activities encourage talk between practitioners and children as well as between the children themselves?
h) Do activities encourage the development of a language for thinking and talking about play and learning?
i) Are children supported to take their turn in conveying messages even when they find it difficult?
j) Is language extended and encouraged through the use of open-ended questions?
k) Do children have a variety of opportunities to communicate using letters, telephones and e-mail?
I) Do practitioners and children talk freely with babies and others who do not express themselves through spoken language?
m) Do practitioners make time to respond to the variety of sounds babies and young children produce, echoing and giving meaning to them?
n) Do practitioners encourage playfulness and turn taking with babies using games and rhymes?
o) Are interpreters available for deaf children or others for whom English is an additional language?
p) Are there opportunities for children who learn English as an additional language, or who use Sign Language to communicate freely in their first language?
q) Do practitioners use Sign Language in songs and rhymes?
r) Are children with severe communication difficulties encouraged to use non-verbal ways of making contact?
s) Do practitioners supplement voice with touch, gesture and facial expression for those who need it, including children with hearing impairments?

dimension c Evolving inclusive pracf/cesC.i I Orchestrating play and learning
indicator C.1.11 Activities are planned with all children in mind.
C.1.2 I Activities encourage all children to communicate.
C.1.3 I Activities encourage the participation of all children.
C.1.4 I Activities develop an understanding of differences between people.
C.1.5 I Activities discourage stereotyping.
C.1.6 I Children are actively involved in their play and learning.
C.1.71 Children cooperate in playing and learning.
C.1.8 I Assessments encourage the achievements of all children.
C.1.9 I Practitioners encourage a calm atmosphere based on respectful relationships.
C.1.10 I Practitioners plan, review and engage in activities in partnership.
C1.111 Learning support/teaching assistants support the play, learning and participation of all children.
C1.12 I All children take part when there are special activities.

c.i I Orchestrating play and learningindicator Ci4 I Activities develop an understanding of differences between people
a) Do stories, songs, rhymes, conversations, visits and visitors encourage children to explore backgrounds and views which are different from their own?
b) Are opportunities provided for children to learn and play with others who are different from themselves in terms of background, ethnicity, impairment and gender?
c) Do activities develop an understanding of differences of background, culture, ethnicity, gender, impairment, sexual orientation and religion?
d) Do children have opportunities to spend time with a variety of adults, including men and women, disabled people, people with a range of ages and differing ethnic backgrounds?
e) Are meal times made culturally relevant for all children?
f) Do practitioners avoid classist, sexist, racist, disablist, homophobic and other discriminatory remarks?
g) Do practitioners show that they respect and value a variety of views and life styles?
h) Are children made aware of cultural influences on the words we use, the food we eat, the plants we see, the games we play, the clothes we wear and the numbers we learn?
i) Do children have opportunities to learn about children and young people in other parts of the world and communicate with them?
j) Do activities give an understanding of how some people are oppressed or live in extreme poverty?
k) Do practitioners provide dressing up clothes and materials that help children to imagine what it feels like to be someone else?
I) Is it conveyed to children that it is great to be different?
m) Do activities encourage an exploration of self-identity and a positive valuing of it, for example in self-description or self-portrait?
n) Do resources and activities reflect and teach about a range of languages especially those spoken by parents/carers and children?
o) Do practitioners understand that there are a variety of ways of expressing concentration besides sitting still and working at a table?
p) Do practitioners intervene to encourage acceptance of disabled children or to counter negative comments about children who are physically or culturally distinctive?

c.i I Orchestrating play and learningCi.6 I Children are actively involved in their play and learning
a) Do practitioners present options so that children really can make choices about activities?
b) Are the interests, knowledge and skills acquired independently by children valued and drawn upon in activities?
c) Do practitioners follow the lead of children in their play and explorations, observing, joining in the fun, supporting and extending play where appropriate?
d) Do practitioners themselves appear to be active learners, exercising their own interests, for example in making things, drawing, painting and reading?
e) Where appropriate is clear information provided about what is expected within an activity?
0 Are resources accessible and organised to encourage independent learning?
g) Is the support given to children arranged to help them to move on in their learning while drawing on the knowledge and skills they already possess?
h) Are children helped to organise themselves?
i) Are children encouraged to summarise or reflect on what they have done?
j) Are children consulted about the support that they need?
k) Are children consulted about what activities they enjoy?
I) Are formulaic activities avoided, which involve a product designed to please parents rather than engage children, such as uniform Easter or Christmas cards?
m) Are children encouraged to become independent in self-care, such as feeding themselves at meal times?
n) Are children helped to accept the choices made by other children and adults even when this limits their own choice?

DIMENSION c Evolving inclusive pracf/cesc.i I Orchestrating play and learning
indicator C1.7 I Children cooperate in playing and learning (see A.1.2)
a) Are there accepted rules about taking turns in speaking, listening, requesting information and asking for help?
b) Are there times when babies/children of different ages are brought together to play with their key practitioner?
c) Do children ask for help from each other?
d) Do children willingly share their knowledge and skills?
e) Do children refuse help politely when they do not need it?
0 Do group activities allow children to divide up tasks and pool what they have learnt?
g) Do children learn how to compile a joint report from the different contributions of members of a group?
h) Do children recognise that every child should have their share of attention?
i) Do children share responsibility for helping to overcome the difficulties experienced by some children in some activities?
j) Do practitioners help babies to get used to a range of adults and other children?
k) Do practitioners encourage an understanding that babies and young children differ in what they understand about sharing?
I) Do practitioners and children understand that, at times, children may choose to play and learn in parallel?
m) Do practitioners play alongside children on the edge of a group to help them to feel that they belong?
n) Are groups of children discouraged from monopolising the space in the play area for particular activities such as football?
0) Are children taught a repertoire of indoor and outdoor games that can include children with a range of skills?