Early Childhood is a Journey,  Not a Race! Shannon Lockhart Senior Early Childhood Specialist [email_address]
What do you want young children to gain from being in your ECCE programs? (think about several characteristics you want to...
Current Status <ul><li>According to the EFA Global Monitoring Report (2007), ½ the world’s countries have no early childho...
Current Status <ul><li>“ Comprehensive group care programs that address the development of the whole child are relatively ...
Learning Environment:  Percentage of Total Score for  Safe and Healthy Environment 3% 41% 8% 17% 31%
Learning Environment: Percentage of Total Score For  Sensory Materials Accessible 5% 29% 24%
Schedules and Routines: Percentage of Total Score For  Overall Daily Schedule 3% 13% 20% 36% 28%
Adult-Child Interactions: Percentage of Total Score For  Children’s Relationships with Caregivers 7% 15% 36% 27%
Child Observation and Planning: Percentage of Total Score for  Caregivers Observe Children 27% 4% 15%
III-D. Adults Encourage Child Language:  Percentage of Total Score for All Countries 26% 26% 48%
III-F. Adults as Partners in Children’s Play:  Percentage of Total Score For All Countries 55% 14% 28% 3%
III-F. Adults as Partners in Children’s Play: Percentage of Total Score by Country
Why Strive for  High Quality Experiences? <ul><li>Research has shown that high quality early childhood experiences has lon...
What Brain Research Tells Us: <ul><li>The brain is 2 ½ times more active from 0-3 than it will ever be again in a lifetime...
Let’s Discuss <ul><li>What elements contribute to a high quality infant and toddler program?  </li></ul><ul><li>Or what is...
<ul><li>A child development curriculum </li></ul><ul><li>Low enrollment limits </li></ul><ul><li>Staff trained  </li></ul>...
Generally, Curriculum is Defined as: <ul><li>A system of teaching, learning, assessment, and teacher training </li></ul><u...
Curriculum serves 4 purposes: <ul><li>Curriculum shapes our understanding of child development </li></ul>
2. Curriculum guides our educational practices
3. Curriculum supports  staff training
4. Curriculum provides evidence of effectiveness
A Child Development Curriculum <ul><li>Emphasizes child development </li></ul><ul><li>Focuses on child-initiated activitie...
HighScope: A Comprehensive Model Comprehensive  IT Curriculum HighScope Caregiver Training and  Support Grounded in Research
Active Learning <ul><li>Key content areas of development for Infants and Toddlers </li></ul><ul><ul><li>Sense of Self Comm...
Adult-Child Interaction <ul><li>Ingredients of supportive adult-child interactions:   </li></ul><ul><li>Establish policies...
Primary Caregivers <ul><li>Assigned specific children </li></ul><ul><li>Form trusting relationships with the child and fam...
Parent Partnership <ul><li>Parents are the child’s first teachers </li></ul><ul><li>Be respectful of their cultures and tr...
Low enrollment limits, with caregiving teams assigned to small groups of children, because: <ul><li>Small group sizes fost...
Continuity of Care <ul><li>Children and caregivers stay together from year to year. </li></ul><ul><li>Caregivers’ schedule...
Learning Environment <ul><li>Build order and flexibility  </li></ul><ul><li>Provide comfort and safety for both children  ...
Cognitive Performance HI LOW HI Materials Phase 3 Finding:  As the number and variety of materials in settings  increased ...
<ul><li>The best toy for a young child is the invested, caring adult - someone to pay attention, to engage and to play wit...
Daily Schedules and Caregiving Routines <ul><li>Create an overall daily schedule that is predictable yet flexible  </li></...
Child Observation <ul><li>Observe children throughout their daily routine </li></ul><ul><li>Record anecdotes and collect o...
Program Evaluation <ul><li>Self Assessment </li></ul><ul><ul><li>Identify your own areas of strength  </li></ul></ul><ul><...
Program Evaluation <ul><li>Research and Evaluation </li></ul><ul><ul><li>Comparisons of quality in different program setti...
High Quality Teacher Training <ul><li>The HighScope  Training of Trainers Evaluation  shows that systematic in-service tea...
Why Look for Proven Training? <ul><li>Independent observers rated trained HighScope programs significantly higher than com...
Training Improves Program Quality! <ul><li>Novice teachers  benefit from systematic in-service training which provides bot...
Summary #1  The elements of quality: <ul><li>Are vital for effective early childhood programs </li></ul><ul><li>Are based ...
Summary # 2: <ul><li>Implementing a child development curriculum is valuable because caregivers become : </li></ul><ul><li...
We can ensure that what we want for our children, will happen!
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Journey Not A Race. Dra. Shannon Lockhart. Especialista En Primera Infancia Usa.

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Foro Mundial de grupos de trabajo por la Primera Infancia.
Ministerio de Educación Nacional

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  • Slide 3: To be used with the Learning Environment—Supportive research to “Guidelines for Planning the Indoor Environment”—Central Ideas on Materials In the longitudinal part of the study, across all 15 countries , the variety and number of materials made a difference in children’s cognitive development. When children were able to use materials and a variety of materials, children’s cognitive development increased.
  • Journey Not A Race. Dra. Shannon Lockhart. Especialista En Primera Infancia Usa.

    1. 1.
    2. 2. Early Childhood is a Journey, Not a Race! Shannon Lockhart Senior Early Childhood Specialist [email_address]
    3. 3. What do you want young children to gain from being in your ECCE programs? (think about several characteristics you want to encourage) Self-Confident Independent Socially well adjusted Creative Good problem solver Shows initiative Cooperative Healthy Risk taker Intelligent Self-sufficient
    4. 4. Current Status <ul><li>According to the EFA Global Monitoring Report (2007), ½ the world’s countries have no early childhood care and education policies for children under three. (UNESCO) </li></ul><ul><li>In some countries that do have policies, they are not enforced. </li></ul><ul><li>Most policies/licensing regulations that are in place for ECCE are minimum standards and do not indicate high-quality. </li></ul>
    5. 5. Current Status <ul><li>“ Comprehensive group care programs that address the development of the whole child are relatively rare in resource-poor countries.” </li></ul><ul><li>“ Even in resource-rich nations, the availability and quality of programs to ensure good care for infants and toddlers remains problematic.” </li></ul><ul><li>Estimates as many as 40% of children in US are attending child care programs judges to be of low quality (Danziger, Wallfogel 2000; Currie 2001). </li></ul>Qualities of Caring: Good Practices in the Infant-Toddler Group Care. World Bank January 1999
    6. 6. Learning Environment: Percentage of Total Score for Safe and Healthy Environment 3% 41% 8% 17% 31%
    7. 7. Learning Environment: Percentage of Total Score For Sensory Materials Accessible 5% 29% 24%
    8. 8. Schedules and Routines: Percentage of Total Score For Overall Daily Schedule 3% 13% 20% 36% 28%
    9. 9. Adult-Child Interactions: Percentage of Total Score For Children’s Relationships with Caregivers 7% 15% 36% 27%
    10. 10. Child Observation and Planning: Percentage of Total Score for Caregivers Observe Children 27% 4% 15%
    11. 11. III-D. Adults Encourage Child Language: Percentage of Total Score for All Countries 26% 26% 48%
    12. 12. III-F. Adults as Partners in Children’s Play: Percentage of Total Score For All Countries 55% 14% 28% 3%
    13. 13. III-F. Adults as Partners in Children’s Play: Percentage of Total Score by Country
    14. 14. Why Strive for High Quality Experiences? <ul><li>Research has shown that high quality early childhood experiences has long term affects. (HighScope Perry Preschool Project, Carolina Abecederian Project, HighScope IEA Preprimary Project) </li></ul><ul><li>Well targeted ECD programs cost less– and produce more dramatic and lasting results– than education investment at any other level. (World Bank June 2004) </li></ul><ul><li>Low quality experiences have negative affects on children’s growth and development. </li></ul>
    15. 15. What Brain Research Tells Us: <ul><li>The brain is 2 ½ times more active from 0-3 than it will ever be again in a lifetime. </li></ul><ul><li>The human brain develops as it wires. It wires as it experiences the world (learns). </li></ul><ul><li>Relationships play a major role in the wiring of intelligence. </li></ul><ul><li>There are critical windows of opportunities which produce optimal learning. </li></ul>“ When we fail to use the information and what we know and have learned about children, it is malnourishment— Malpractice!” Dr. Pam Schiller
    16. 16. Let’s Discuss <ul><li>What elements contribute to a high quality infant and toddler program? </li></ul><ul><li>Or what is it that we need to do to provide the best high-quality experiences for infants and toddlers? </li></ul>
    17. 17. <ul><li>A child development curriculum </li></ul><ul><li>Low enrollment limits </li></ul><ul><li>Staff trained </li></ul><ul><li>Supervisory support and inservice training </li></ul><ul><li>Parent Partnership </li></ul><ul><li>Developmentally appropriate evaluation procedures (child and program) </li></ul><ul><li>Sensitivity to non-educational needs of children </li></ul>Elements of High-Quality Early Childhood Programs Schweinhart, L. 2004. A School Administrator’s Guide To Early Childhood Programs, 2 nd Ed. HighScope Press: Ypsilanti, MI
    18. 18. Generally, Curriculum is Defined as: <ul><li>A system of teaching, learning, assessment, and teacher training </li></ul><ul><li>Provides a philosophy </li></ul><ul><li>Provides a set of decision-making tools based on sound child development principles </li></ul><ul><li>Guides daily planning and decision making about instruction, educational activities </li></ul><ul><li>Guides ongoing interactions with children and families </li></ul><ul><li>Includes child and program evaluation tools consistent with the program's philosophy </li></ul>
    19. 19. Curriculum serves 4 purposes: <ul><li>Curriculum shapes our understanding of child development </li></ul>
    20. 20. 2. Curriculum guides our educational practices
    21. 21. 3. Curriculum supports staff training
    22. 22. 4. Curriculum provides evidence of effectiveness
    23. 23. A Child Development Curriculum <ul><li>Emphasizes child development </li></ul><ul><li>Focuses on child-initiated activities </li></ul><ul><li>Supports independent decision making </li></ul><ul><li>Incorporates active learning </li></ul>
    24. 24. HighScope: A Comprehensive Model Comprehensive IT Curriculum HighScope Caregiver Training and Support Grounded in Research
    25. 25. Active Learning <ul><li>Key content areas of development for Infants and Toddlers </li></ul><ul><ul><li>Sense of Self Communication & Language </li></ul></ul><ul><ul><li>Social Relations Exploring Objects </li></ul></ul><ul><ul><li>Creative Rep. Early Quantity & Number </li></ul></ul><ul><ul><li>Movement Space </li></ul></ul><ul><ul><li>Music Time </li></ul></ul>Caregivers become better observers of development which allows them to plan for their children’s learning more effectively. Materials Choice Manipulation Child Communication and Language Adult Scaffolding
    26. 26. Adult-Child Interaction <ul><li>Ingredients of supportive adult-child interactions: </li></ul><ul><li>Establish policies that promote attachment: </li></ul><ul><ul><li>Primary Caregivers </li></ul></ul><ul><ul><li>Small Group Sizes </li></ul></ul><ul><ul><li>Continuity of Care </li></ul></ul><ul><li>Create a climate of trust </li></ul><ul><li>Form partnerships </li></ul><ul><li>Support children’s intentions </li></ul>“ Interest in children and nurturing behaviors are considered more critical qualifications than education or trained staff.” (World Bank)
    27. 27. Primary Caregivers <ul><li>Assigned specific children </li></ul><ul><li>Form trusting relationships with the child and family </li></ul><ul><li>Care for the child while the child is at the center </li></ul><ul><li>Observe, record and share observations of the child with the parents and teaching team for planning. </li></ul>
    28. 28. Parent Partnership <ul><li>Parents are the child’s first teachers </li></ul><ul><li>Be respectful of their cultures and traditions </li></ul><ul><li>Model for parents </li></ul><ul><li>Working with parents is not a competition </li></ul>
    29. 29. Low enrollment limits, with caregiving teams assigned to small groups of children, because: <ul><li>Small group sizes foster rich interactions </li></ul><ul><li>Promotes personal contact </li></ul><ul><li>Gives children a sense of belonging and stability </li></ul><ul><li>Recommendations: </li></ul><ul><li>1-3 infants/primary caregiver-- max 6 </li></ul><ul><li>1-3 older infants/primary caregiver-- max 9 </li></ul><ul><li>1-4 toddlers/primary caregiver-- max 12 </li></ul>
    30. 30. Continuity of Care <ul><li>Children and caregivers stay together from year to year. </li></ul><ul><li>Caregivers’ schedules fit around children’s needs. </li></ul><ul><li>Caregivers tell children and parents about caregiver absences and returns. </li></ul>
    31. 31. Learning Environment <ul><li>Build order and flexibility </li></ul><ul><li>Provide comfort and safety for both children and adults </li></ul><ul><li>Provide materials that support children’s sensory-motor development </li></ul>
    32. 32. Cognitive Performance HI LOW HI Materials Phase 3 Finding: As the number and variety of materials in settings increased , children’s age-7 cognitive performance improved . © 2003 IEA Preprimary Project
    33. 33. <ul><li>The best toy for a young child is the invested, caring adult - someone to pay attention, to engage and to play with the child using words, song, touch, and smile. </li></ul><ul><li>Bruce Perry, Lea Hogan, and Sarah Marlin “Curiosity, Pleasure, and Play: A Neurodevelopmental Perspective,” </li></ul><ul><li>available at http://www.ChildTrauma.org/Curiosity.htm </li></ul>
    34. 34. Daily Schedules and Caregiving Routines <ul><li>Create an overall daily schedule that is predictable yet flexible </li></ul><ul><li>Incorporate active learning, including adult support, into each event and caregiving routine </li></ul>SLOW DOWN!
    35. 35. Child Observation <ul><li>Observe children throughout their daily routine </li></ul><ul><li>Record anecdotes and collect other documentation </li></ul><ul><li>Interpret observations using the Infant-Toddler COR or appropriate observation assessment </li></ul><ul><li>Use the information for: </li></ul><ul><ul><ul><ul><ul><li>Daily team planning </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Family conferences </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Program evaluation </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Staff development </li></ul></ul></ul></ul></ul>
    36. 36. Program Evaluation <ul><li>Self Assessment </li></ul><ul><ul><li>Identify your own areas of strength </li></ul></ul><ul><ul><li>and areas for improvement. </li></ul></ul><ul><li>Supervision and Observation/Feedback </li></ul><ul><ul><li>Supervisor and staff member together assess areas of strength and improvement. </li></ul></ul><ul><ul><li>Identify areas for further training. </li></ul></ul><ul><ul><li>Setting program goals. (Plan for improvement) </li></ul></ul>
    37. 37. Program Evaluation <ul><li>Research and Evaluation </li></ul><ul><ul><li>Comparisons of quality in different program settings. </li></ul></ul><ul><ul><li>Pre-service training tool for evaluation. </li></ul></ul><ul><li>Information and Dissemination </li></ul><ul><ul><li>Explaining the effectiveness of your program to a variety of funders, individuals, and agencies. </li></ul></ul>
    38. 38. High Quality Teacher Training <ul><li>The HighScope Training of Trainers Evaluation shows that systematic in-service teacher training improves the quality of early childhood programs and promotes children’s development. </li></ul>
    39. 39. Why Look for Proven Training? <ul><li>Independent observers rated trained HighScope programs significantly higher than comparison programs on: </li></ul><ul><ul><li>Providing a good physical environment that was organized and gave children access to diverse materials. </li></ul></ul><ul><ul><li>Creating a consistent daily routine that encouraged children to plan, carry out, and review their work. </li></ul></ul><ul><ul><li>Establishing supportive patterns of adult-child interaction that promoted children’s reasoning and language skills. </li></ul></ul>
    40. 40. Training Improves Program Quality! <ul><li>Novice teachers benefit from systematic in-service training which provides both needed information on theory and practical information on implementation in the classroom. </li></ul><ul><li>Veteran teachers benefit, too. HighScope training provides a coherent curriculum framework including current research and innovation, renewing their commitment to working with children and families. </li></ul>
    41. 41. Summary #1 The elements of quality: <ul><li>Are vital for effective early childhood programs </li></ul><ul><li>Are based on child development curriculum grounded in child-initiated activities and research </li></ul><ul><li>Include trained staff that will provide warm, friendly, responsive and respectful relationships </li></ul>
    42. 42. Summary # 2: <ul><li>Implementing a child development curriculum is valuable because caregivers become : </li></ul><ul><li>More knowledgeable about child development </li></ul><ul><li>Better observers of infant and toddler’s development </li></ul><ul><li>More thoughtful and purposeful in their interactions </li></ul><ul><li>More focused on daily planning </li></ul>
    43. 43. We can ensure that what we want for our children, will happen!

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