The first finding of the study by Eve-Marie Arce demonstrated that there are needs unique to twins enrolled in center-based preschools. The panel of international experts who participated in the study confirmed the list of twenty-two needs. These establish a foundation on which to build awareness regarding the needs of twins during their preschool years.
The concept of Unique Needs of Twins is offered without intent to discount their importance for the other children, rather to establish a guide enabling preschool teachers to positively and more specifically affect the developmental needs of twins in their programs.
The twenty-two needs are categorized into three areas. These are communicational relating to the preschool teachers’ acknowledgment and recognition of twinship; programmatic relating to preschool enrollment and operational plans regarding preschool; and, relational relating to twin-specific interaction and interpersonal activities.
Unique Needs of Twins in Center-Based Preschools
22 Needs Categorized in Three Areas without Priority Listing
Communicational: relates to the preschool teachers’ acknowledgment
and recognition of twinship.
Twins enrolled in a center-based preschool have a unique need for:
2) Recognition of individual and collective needs.
3) Recognition and encouragement of individuality.
4) Recognition and understanding of twin-type.
5) Recognition and encouragement of their differences without emphasis.
6) Recognition of potential for developmental delay without exaggeration.
7) Recognition of gender differences in maturational stages of boy-girl twin pair.
8) Attention to their unique medical history, home life, and interaction with children outside the twin relationship.
Programmatic: relates to preschool enrollment and operational
plans regarding twinship.
Twins enrolled in a center-based preschool have a unique need for:
10) Flexible school and placement policies accommodating their situational needs.
11) Principals and teachers receptive to accessing current twin research/information.
12) Added consideration in preschool admission.
13) Parent conferences and placement procedures sensitive and responsive to twinship.
14) Re-evaluation of school practices regarding mandates such as classroom separation.
15) Periodic (no less frequent than annually) consultation to review group and room placement.
16) Description of performance and progress as these relate to their peer group.
Relational: relates to twin-specific interaction and interpersonal activities:
Twins enrolled in a center-based preschool have a unique need for:
18) Encouragement to make individual friends as they mature.
19) Independence as they are ready.
20) Opportunities for individual activity participation.
21) Opportunities for self responsibility adjusted to each co-twins’ level of maturity.
22) Remaining together as long as they want or seem to benefit.
