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ECM Write Up

Engagement in children refers to the time spent interacting appropriately with their environment, which is linked to positive learning outcomes. The Engagement Classroom Model emphasizes organized room arrangements, accessible materials, and strategies to promote participation, independence, and social behavior among children, especially those with disabilities. By creating engaging environments and activities, teachers can enhance children's engagement and help them achieve their individualized goals.

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9 views1 page

ECM Write Up

Engagement in children refers to the time spent interacting appropriately with their environment, which is linked to positive learning outcomes. The Engagement Classroom Model emphasizes organized room arrangements, accessible materials, and strategies to promote participation, independence, and social behavior among children, especially those with disabilities. By creating engaging environments and activities, teachers can enhance children's engagement and help them achieve their individualized goals.

Uploaded by

8899798
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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What is engagement?

Engagement is defined as the amount of time children spend involved in the environment in a way that is
appropriate for the children’s age, abilities and surroundings. Research has shown that higher classroom
engagement results in positive learning outcomes in children. For children with disabilities, they are often
less engaged in a classroom setting. Therefore, increasing engagement level may help them to achieve
individualized goals in a variety of areas.

Engagement Classroom Model

Room arrangement – A well-organized classroom can reduce children’s non-engagement during


transition between activities. We first have to break up the middle of the room using large furniture such
as shelves, creating zones in the classroom. This prevents children from running in the open spaces in
the classroom. Each zone should be marked out clearly, making transition from one activity to another
easy for children to understand.

Materials – In each zone, teachers should ensure that there are sufficient materials available for children’s
use. Common items such as pencils and scissors should be easily available to reduce waiting time or
fighting among children. To promote independence, teachers should place materials on low shelves
within children’s reach. For highly preferred items, teacher may deliberately place them out of reach to
encourage communication. For free play items, prepare at least two sets of the same toys to promote
social interaction among peers. Toys should also be rotated periodically so that children will always have
new items to explore. Teachers should decorate classroom with children’s artwork or using items that are
relatable to them (e.g., family photo), this will increase the likelihood of children asking questions or
initiating conversations.

Promoting participation

 Make activities accessible to children of different abilities


 Use incidental teaching to promote participation
 Offer interesting activities

Encourage goal directed behavior by

 Include challenges in activity


 Encourage task completion

Promoting independence

 Observe, teach, back off


 Make materials accessible
 Reduce prompt

Encourage social behavior

 Encourage cooperative behavior


 Include peer interaction in activities
 Acknowledge social behavior

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