接触是指为孩子提供广泛的学习机会。这些活动可以以不同的形式出现(Grace et al.， 2008)。它可以基于学前教育项目，儿童保育和娱乐项目，提供学前或学龄前服务。然后将这些项目与早期教育项目相结合。在许多情况下，这些简单的改变可导致增加对个别儿童接触的便利。通用设计可以表述为为人们提供访问(Sumsion等人，2009年)。这些是用来进入不同环境的。这些是通过移除物理或结构障碍而形成的。该技术的使用可以让孩子们参与一系列功能能力，成为包容性环境的一部分。在这些环境中，项目设计的目的是方便进入，一些孩子需要额外的个性化住宿。研究发现，人口中的成年人在包容性环境中促进了儿童的归属感和参与感。这些被用于各种有意的方法(Mac Naughton, Rolfe & Siraj-Blatchford, 2010)。
The definition of the Early Childhood Inclusion is used for the process of generation of values, policies, and practices. It is derived from the notion that every infant and younger child needs to participate in a broad range of activities and contexts. They need to have inclusive experiences for children and create a sense of membership and creation of potential social relationships. One of the defining features of this inclusion process is the ability to discern and create a high-quality education program that is based on access, participation, and supports.
Access is the act of providing the children with a wide range of learning opportunities. These involve the activities that can occur in different forms (Grace et al., 2008). It could be based on the head start programs, child care, and recreational programs, providing preschool or pre-kindergarten services. These are then blended with the early education programs. In many of the cases, these simple changes can lead to increase in the facilitation of the access of the individual children. The universal design could be stated to provide the access to the people (Sumsion et al., 2009). These are used to access to the differential environments. These are made by the removal of the physical or structural barriers. The access to the technology can allow the children to participate in a range of functional abilities to become a part of the inclusive settings. In these environments, the programs are designed for the purpose of facilitating access and some children require additional individualized accommodations. The adults of the population are found to promote a sense of belonging and engagement of the children in inclusive settings. These are used in a variety of intentional methods (Mac Naughton,, Rolfe & Siraj-Blatchford, 2010).
The tiered models in early education are used to hold the promise of aiding the adults to organize assessments and interventions. The individuals need to create scaffold learning and the elements of participation for the children. The social-emotional development is used for the purpose to facilitate the participation. These are some of the critical goals that are required for the early childhood inclusion. Added to this, the children need to have provisions to address the participation and focus on the infrastructure of systems-level supports. To make the children participate, the adult family members or guardians need to feel secured to allow the children to participate. The key stakeholders need to develop collaboration among the different parties (Silver, 2010). These include families, practitioners, and specialists to name a few. Addition of specialized services and therapies could lead to better coordinated fashion. The support systems need to have the appropriate quality standards. Quality framework is the program quality standards and learning guidelines that are used to create or guide inclusive practices. It is important to have comprehension of the laws and guidelines.