Research and practice in the field of early childhood increasingly s.docx

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Research and practice in the field of early childhood increasingly supports the full inclusion of young children within early childhood environments. Until 2009, the field lacked a national definition for inclusion, which resulted in vast disparity among programs and practices. This disparity was further exacerbated by the historical segregation between the fields of early childhood general and special education. The joint position statement on inclusion developed by the Division of Early Childhood of the Council of Exceptional Children (DEC) and the National Association for the Education of Young Children (NAEYC) was released in 2009 and changed both the lack of a national definition as well as some aspects of this historical segregation. Consider the following definition included in the statement: Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports. Reflect on the required resources provided for this Discussion, as well as the media segments featuring conversations with Drs. Amy Santos and Johnna Darragh. Considerer: Ways in which you believe the DEC/NAEYC joint position statement on inclusion contributes to the field A brief summary of the research synthesis points for inclusion and how a focus on access, participation, and supports can be extended to support the belonging and participation of every child, including those who are culturally, linguistically, and ability diverse What you perceive to be the benefits of and obstacles to ensuring that every child is included within early childhood programs With all of these thoughts in mind: By Day 3 Post: A brief summary of the ways in which the letters to the editor you reviewed brought up similar and differing arguments, and why you felt certain reasoning was most effective as an advocacy effort An explanation, based on the media segments and citing examples, of the benefits of child-centered, play-based, and discovery learning for each age/development level—infants/toddlers, preschoolers, and primary-age children ...

Education

Ways in which you believe the DEC/NAEYC joint position
statement on inclusion contributes to the field
A brief summary of the research synthesis points for inclusion
and how a focus on access, participation, and supports can be
extended to support the belonging and participation of every
child, including those who are culturally, linguistically, and
ability diverse
What you perceive to be the benefits of and obstacles to
ensuring that every child is included within early childhood
programs
With all of these thoughts in mind:
By Day 3
Post:
A brief summary of the ways in which the letters to the editor
you reviewed brought up similar and differing arguments, and
why you felt certain reasoning was most effective as an
advocacy effort
An explanation, based on the media segments and citing
examples, of the benefits of child-centered, play-based, and
discovery learning for each age/development level—
infants/toddlers, preschoolers, and primary-age children

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CHAPTER 1 Overview of Early Care and Education and Program Administration NAEYC Administrator Competencies addressed in this chapter: Management Knowledge and Skills 1. Personal and Professional Self-Awareness The ability to be a reflective practitioner and apply a repertoire of techniques to improve the level of personal fulfillment and professional job satisfaction 3. Staff management and human relations Knowledge of different supervisory and group facilitation styles 8. Leadership and Advocacy Knowledge of organizational theory and leadership styles as they relate to early childhood work environments Knowledge of the legislative process, social issues, and public policy affecting young children and their families Early Childhood Knowledge and Skills 1. Historical and Philosophical Foundations Knowledge of the historical roots and philosophical foundations of early childhood care and education Knowledge of different types of early childhood programs, roles, funding, and regulatory structures Knowledge of current trends and important influences impacting program quality 2. Child growth and development Knowledge of current research in neuroscience and its application to the field of early childhood education 5. Children with special needs Knowledge of licensing standards as well as state and federal laws (e.g., ADA, IDEA) as they relate to services and accommodations for children with special needs The ability to work collaboratively as part of family-professional team in planning and implementing appropriate services for children with special needs 10. Professionalism Ability to reflect on one’s professional growth and development and make goals for personal improvement Learning Outcomes After studying this chapter, you will be able to: Identify the unique characteristics of young children’s growth and development that make it particularly important that programs of early care and education are of high quality. Describe the historical trends that have shaped early childhood policy and programming. Identify the most common types of early childhood programs and the services that meet the needs of particular populations. Describe the differences between structural and process quality in early care and education programs. Identify the personal attributes and areas of competence of effective leaders. Child care is a now a way of life for many of America’s young children, but this has not always been the case. In 1960, only about 10% of the 3- and 4-year-olds in the United States participated in a preschool (pre-K) program outside of their home. By 1970, twice as many 3- and 4-year-olds had enrolled in preschool, and by 1990 participation in preschool had doubled again to about 40% of all 3- and 4-year-olds. We know more mothers were working full time in 1990 than had been in 1960, but that is not the only explanation for the increased demand for early childhood education. Other factors, including the trend toward small.

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Introduction childr their experiences in the infant/tod the Califor T he California Infant/Toddler en’s experiences at home with Learning and Development Foundations represents part of dler program. These partnerships with nia Department of Educa families are the cornerstone of cultur tion’s (CDE’s) comprehensive effort to ally sensitive care. Connections with strengthen young children’s learning children’s early cultural and linguistic and development through high-quality experiences are critically important early care and education. The founda for their social-emotional well-being, tions describe competencies infants the development of their identity, and and toddlers typically attain during the learning. In addition, children may birth-to-three-year period. In order to have a special need that requires par make developmental progress, young ticular accommodations and adapta children need appropriate nurturing. tions. To serve all children, infant/tod Both supportive home environments dler programs must work to provide and high-quality early care and educa appropriate conditions for each child tion programs can facilitate children’s and individually assist each child’s attainment of the competencies speci movement along a pathway of healthy fied in the foundations by providing learning and development. safe environments and an emotionally Over 20 states have either developed secure base for active, playful explora infant/toddler standards documents or tion and experimentation. are in the process of doing so. Many of During the infant/toddler years, all them have sought to align infant/tod children depend on responsive, secure dler standards with preschool learning relationships to develop and learn. standards. Because both infant/tod As stated in the CDE’s Infant/Toddler dler and preschool foundations in Cali Learning and Development Program fornia cover a broad range of learn Guidelines (2007), high-quality pro ing and development domains, the grams offer infants and toddlers pri term foundations is used rather than mary relationships in small groups. standards. This term was selected to Such programs provide personalized convey that learning across all devel care that reflects consideration for opmental domains builds young chil individual differences among children. dren’s readiness for school. In essence, Programs also develop partnerships the foundations pertain to young chil with children’s families to connect dren’s current and long-term develop ix x mental progress. This focus is conso nant with the position of the National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Special ists in State Departments of Education (NAECS/SDE) on early learning stan dards. As the position statement sets forth, “Early childhood is a distinct period of life that has value in itself as well as creating the foundations for ...

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