Inclusive Early Childhood Centre: Design and Setup

Home/ Inclusive Early Childhood Centre: Design and Setup
Course TypeCourse CodeNo. Of Credits
Foundation CoreSVS1EC5012

Semester and Year Offered: Semester-5, Year-2019

Course Coordinator and Team: Dr Sheetal Nagpal and Fariha Siddiqui

Email of course coordinator:

Pre-requisites The course focuses on the job role of centre head/entrepreneur (Level-7) in an early childhood centre. The course is meant to be offered to those who have specific knowledge and skills related to Day care facilitator (Level-5) & supervisor (Level-6) offered in 1st and 2nd year respectively


The broad objectives of the course is to-

  • Understand the significance of an inclusive childcare centre.
  • Understand and identify the types of diversities and abilities present in a childcare centre and explore ways to address them.
  • Explore the relevance of responsive learning environments that caters to every child's needs related to development, care and protection.
  • Understand the principles of designing and creating spaces in a childcare centre for an inclusive environment

Course Outcomes:

On completion of the course, the students will be able to-

  • Assess and design developmentally and contextually appropriate and accessible spaces for children at the childcare centre
  • Create or revise policies, procedures, and practices at the centre to ensure children of all abilities are included.
  • Identify and arrange creative and flexible materials and special equipment for different children at the centre.
  • Prepare tools to identify specific needs of children attending a childcare centre
  • Identify the role of different stakeholders in designing an inclusive childcare centre
  • Prepare the centre staff to help all children in accordance with their abilities.

Brief description of modules/ Main modules:

Module 1: Conceptualizing an inclusive child care centre: This unit will focus on understanding the significance of inclusion and how the child care environment needs to address diverse needs through design. The quality of structural spaces could have a profound impact on the ways we think and learn. Spaces could be enabling for creating feelings of security, building community and addressing requirements of diverse individuals and needs. Based upon the principles of Universal Design, in a day care centre one has to ensure that the range of abilities of children is built into the curriculum so that children can benefit from an enabling environment.

Module 2: Universal Design for learning (UDL)

This module will introduce students to the concept of UDL. This will enable the students to meet children’s needs in the childcare setting and thus ensuring access and participation of all children.

Assessment Details with weights:


Assessment Type



Written Assignment-1

a. Review and identify spaces on day care centres for inclusivity.

b. Write down ways to analyze the diverse needs of the children.



Written Assignment 2:

Prepare tools for assessing inclusion.



End Semester Examination



Class Participation




Reading List:

  1. Dinnebeil, L. A., Boat, M., & Bae, Y. (2013). Integrating principles of universal design into the early childhood curriculum. Dimensions of Early Childhood, 41(1), 3-13.
  2. Bertling. J, Darrah. M, Lyon. D, and Jackson. S. Early childhood building blocks:Universal Design for Learning in Early Childhood Inclusive Classrooms. Resources for Early Childhood: An online resource for Ohio educators.   Universal Design for Learning. Checklist for Early Childhood Environments. BICC. Retrieved from
  3. Ministry of Women and Child Development. (2013). Quality Standards for Early Childhood Care and Education (ECCE).
  4. Ministry of Women and Child Development. National Crèche Scheme. Retrieved from 
  5. Ministry of Women and Child Development. (2017). National minimum guidelines for setting up and running crèches under Maternity Benefit Act 2017. Retrieved from 
  6. Early Childhood Facilities: Birth to age 8. (Design Standards and Guidelines). Government of South Australia, Department of Education and children services. Setting up and running the centre. Unit-31, Block-7. Organizing A Child Care Centre, IGNOU.
  7. Soni, R. & Sangai, S (2014). Designing creative learning environment. Every child matters, Chapter 2. NCERT: New Delhi.  Appendix-I, Young Children in Motion, NCERT
  8. Early Childhood Facilities: Birth to age (Design Standards and Guidelines). Government of South Australia, Department of Education and children services. 
  9. Julka, A. (nd). Developing inclusive schools. NCERT. Retrieved from: Chapter 2: Educational Administrators


  1. Video: Universal Design for Learning Promoting Inclusive Classrooms. Retrieved from:
  2. Video: BICC Universal Design for Learning. Retrieved from
  3. Universal Design for Learning (UDL)   Checklist for Early Childhood Environments. Retrieved from
  4. Until learning has no limits. Retrieved from:
  5. Guide to Setting up a Child Care Centre. Early Childhood Development Agency. Retrieved from: 
  6. SCERT. (2010). Towards inclusive education. Delhi. Retrieved from 
  7. Regulatory Guidelines for Private Play Schools: Guidelines for regulating private play schools for the children of the age of three to six year National Commission for Protection of  Child Rights. Manual  on Safety and Security of Children in Schools. (2017).  Retrieved from
  8. Education Division National Commission for Protection of Child Rights. Retrieved from:
  9. Guide to Setting up a Child Care Centre. Early Childhood Development Agency. Retrieved from:  
  10. Jangira, N K. & Deshpande, S. (2018). Quality Indicators for Inclusive Education. UNESCO