In this slideshow, I talk about the benefits of High Quality Programs for Early Childhood Education

1. By: Chantoria Scott
SOE: 115
Professor O’Bryan
Nov. 11 2016

2. How do High Quality Early
Education Programs
benefit children?

3.  Several decades of research clearly demonstrate that
high-quality, developmentally appropriate early childhood
programs produce short- and long-term positive effects on
children's cognitive and social development. Specifically,
children who experience high-quality, stable child care
engage in more complex play, demonstrate more secure
attachments to adults and other children, and score
higher on measures of thinking ability and language
development. High-quality child care can predict
academic success, adjustment to school, and reduced
behavioral problems for children in first grade. Studies
demonstrate that children's success or failure during the
first years of school often predicts the course of later
schooling. A growing body of research indicates that more
developmentally appropriate teaching in preschool and
kindergarten predicts greater success in the early
grades.(NAEYC)

4.  •A developmentally appropriate curriculum
 Adequate teacher training
 •A safe environment
 •Small group size and low adult to child
ratios
 Parent-teacher communication (family
engagement)

5.  All Children have access to a safe and accessible, high quality
early childhood education that includes a developmentally
appropriate curriculum, knowledgeable and well-trained program
staff and educators, comprehensive services that support their
health, nutrition, and social well-being, in an environment that
respects and supports diversity.
 All Early Childhood Professionals are supported as professionals
with a career ladder, ongoing professional development
opportunities, and compensation that will attract and retain high
quality educators.
 All Families have access to early care and education programs
that are affordable and of high quality, and are participants in
the education and well being of their children through family
involvement in programs and schools, as well as opportunities to
increase their educational attainment.
 All Communities are accountable for the quality of early
childhood programs provided to all children, backed by the local,
state, and federal funding needed to deliver quality programs
and services. (NAEYC)

6.  Excellence: The design, funding, and implementation of systems
necessary to support best practices in all early childhood
programs.
 Access: The absence of barriers for all children to attend high-
quality programs.
 Equity: Opportunities for all children, regardless of family status,
income, disability, gender, national origin, ethnicity, religion, or
race to attend high quality programs, with an emphasis on
targeting funding to ensure that those families with the fewest
resources are served.
 Diversity: Flexibility in the ways in which programs are provided
and services are tailored to the needs of families and children.
Responsive and supportive programs that recognize and respect
the whole child and family, their cultural backgrounds, and the
community’s culture.
 Accountability: Clearly defined standards for program quality and
personnel, with input from the early childhood professionals,
families, and communities, with ongoing planning and evaluation
processes, to ensure positive educational, health, and social
outcomes for children. (NAEYC)

7. 
Head Start children increase their social
skills, impulse control, and approaches to
learning and decrease their problem
behaviors including aggression and
hyperactivity over the course of a
year (Aikens et al., 2013).
 Preschool age children who were obese,
overweight, or underweight and who
participated in Head Start had a significantly
healthier BMI by kindergarten entry than
control children (Lumeng et al., 2015)

8.  After researching and reading my text book I
learned that children benefit positively from
high quality childcare programs. The
HeadStart program is a great, free, program
that provides children with a safe place to
learn and play.

9.  Aikens, N., Kopack Klein, A., Tarullo, L. & W est, J.
(2013). Getting Ready for Kindergarten: Children’s
Progress During Head Start. FACES 2009 Report. OPRE
Report 2013-21a. Washington, DC: Office of Planning,
Research and Evaluation, Administration for Children
and Families, U.S. Department of Health and Human
Services
 Lumeng, J., Kaciroti, N., Sutrza, J., Krusky, A.M.,
Miller, A. L., Peterson, K. E., Lipton, R., & Reischl,
T.M. (2015). Changes in Body Mass Index Associated
with Head Start Participation. Pediatrics, 135(2): 1-8.
 U.S. Department of Health and Human Services,
Administration for Children and Families. (2010).
Head Start impact study: Final report. Washington,
DC.

10.  Woolfolk, A.(2016) Educational Psychology.
13th edn.Boston:Pearson._Intext citations
2016)
 © National Association for the Education of
Young Children - Promoting excellence in
early childhood education 1313 L St. NW,
Suite 500, Washington, D.C. 20005 |