1.1 The Benefits of Early Childhood Education
According to the National Association for the Education of Young Children (NAEYC), the largest membership organization for early education professionals, there are more than 300,000 licensed or regulated early childhood programs in the United States (NAEYC, n.d.). This figure includes a variety of for-profit and nonprofit program types, such as child care centers, preschools, and family child care homes.
An early childhood care program is generally defined as an educational or child care service provided to young children, including infants through 5-year-olds and often also inclusive of older children in after-school programs. Such programs usually employ teachers or caregivers, as well as support staff such as kitchen workers or office assistants. The amount of time children spend in early childhood programs each day can vary from a few hours in a part-day preschool program to nine hours or more in a full-day child care center.
With rare exception, these programs are run by early childhood administrators. The work of early childhood administrators has a significant effect on the lives of young children and their families, because early childhood education plays an important role in the healthy development of children and sets the stage for academic achievement and future success.
Meeting the Needs of Children and Families
For many parents, the top priority in enrolling their child in an early childhood program is to find adequate child care services so they can continue to work outside the home. In the United States today, more than half of the mothers of children under age five are in the labor force (United States Department of Labor, 2008), and four out of five young children with employed mothers receive child care by someone other than their parents (Forum on Child and Family Statistics, 2010). Working parents may need flexibility in pick-up and drop-off times, some may need extended hours care, and all want care that is safe, high quality, and affordable.
Parents also enroll their children in child care or preschool programs for social and cognitive reasons. They may wish for their child to interact with other children, or they may seek to develop their child's school-readiness skills to help prepare him or her for kindergarten.
For children who are considered high risk for school failure, there are programs that provide targeted supports to help children develop language, literacy, and problem-solving skills. For example, publicly funded early childhood programs help children living in poverty who might not otherwise have access to early childhood programs prepare for kindergarten and later school success.
Positive Outcomes of High-Quality Care
The first five years of a child's life are a critical period of development. Children are learning essential cognitive, social, emotional, physical, and self-help skills necessary for success in school and in life. A growing body of research ...
�
Part O
n
e
Part One: Background
�
Introduction
This publication, Infant/Toddler Learning and Development Program Guidelines,presents information about how to
provide high-quality early care and education,
including recommendations for program poli-
cies and day-to-day practices that will improve
program services to all1 infants and toddlers
(children from birth to thirty-six months of
age). It contains vitally important information
about early learning and development. With
this publication the California Department of
Education intends to provide a starting point
for strengthening all programs that educate
and care for infants and toddlers, including
centers, family child care homes, and kith and
kin care. The guidelines specifically address
the concerns of program leaders, teachers, and
family members. They also inform community
organizations, policy-makers, business leaders,
1 Whenever infants, toddlers, or children are mentioned in
this publication, the intention is to refer to all children. In some
places the word all is used to emphasize the inclusive perspec-
tive presented in this publication.
�
and others interested in improving the care and
education of California’s youngest children.
The guidelines pay particular attention
to the role of the family in early care and
education, to the inclusion of children with
disabilities or other special needs, and to col-
laboration between programs and families.
Because high-quality programming cannot be
attained without attention to these topics in
all components of care, the topics are woven
throughout the publication rather than treated
separately. In addition, family child care and
care by relatives are included in the main body
of the guidelines and, when necessary for clar-
ity, are addressed individually.
How great is the need for high-quality
care?
Large numbers of infants all over the na-
tion are spending long hours in early care and
education settings, many of which are of poor
quality. California reflects a national trend,
suffering from a scarcity of both the quantity
and the quality of infant/toddler programs.
Over half (58 percent) of California’s infants
and toddlers spend time in nonparental care.
A quarter of them (26 percent) are in full-time
care, defined as 35 or more hours per week
(Snyder and Adams 2001). The demand for
high-quality care overwhelms supply. This
need is especially pronounced in low-income
communities (Fuller and Holloway 2001),
where few high-quality settings can be found.
Statewide, only an estimated 5 percent of
available spaces in licensed centers are for
infant care (California Child Care Portfolio
2001).
The guidelines aim to increase the quality
of programs that currently exist and provide
a framework for the development of new
high-quality programs. Increasing the number
of high-quality settings will lead to a wide
range of benefits, including enhancing school
readiness, offering safe havens from abuse and .
�
Part O
n
e
Part One: Background
�
Introduction
This publication, Infant/Toddler Learning and Development Program Guidelines,presents information about how to
provide high-quality early care and education,
including recommendations for program poli-
cies and day-to-day practices that will improve
program services to all1 infants and toddlers
(children from birth to thirty-six months of
age). It contains vitally important information
about early learning and development. With
this publication the California Department of
Education intends to provide a starting point
for strengthening all programs that educate
and care for infants and toddlers, including
centers, family child care homes, and kith and
kin care. The guidelines specifically address
the concerns of program leaders, teachers, and
family members. They also inform community
organizations, policy-makers, business leaders,
1 Whenever infants, toddlers, or children are mentioned in
this publication, the intention is to refer to all children. In some
places the word all is used to emphasize the inclusive perspec-
tive presented in this publication.
�
and others interested in improving the care and
education of California’s youngest children.
The guidelines pay particular attention
to the role of the family in early care and
education, to the inclusion of children with
disabilities or other special needs, and to col-
laboration between programs and families.
Because high-quality programming cannot be
attained without attention to these topics in
all components of care, the topics are woven
throughout the publication rather than treated
separately. In addition, family child care and
care by relatives are included in the main body
of the guidelines and, when necessary for clar-
ity, are addressed individually.
How great is the need for high-quality
care?
Large numbers of infants all over the na-
tion are spending long hours in early care and
education settings, many of which are of poor
quality. California reflects a national trend,
suffering from a scarcity of both the quantity
and the quality of infant/toddler programs.
Over half (58 percent) of California’s infants
and toddlers spend time in nonparental care.
A quarter of them (26 percent) are in full-time
care, defined as 35 or more hours per week
(Snyder and Adams 2001). The demand for
high-quality care overwhelms supply. This
need is especially pronounced in low-income
communities (Fuller and Holloway 2001),
where few high-quality settings can be found.
Statewide, only an estimated 5 percent of
available spaces in licensed centers are for
infant care (California Child Care Portfolio
2001).
The guidelines aim to increase the quality
of programs that currently exist and provide
a framework for the development of new
high-quality programs. Increasing the number
of high-quality settings will lead to a wide
range of benefits, including enhancing school
readiness, offering safe havens from abuse and ...
Running Head FEDERAL EDUCATION PROPOSAL1FEDERAL EDUCATION.docxcharisellington63520
Running Head: FEDERAL EDUCATION PROPOSAL
1
FEDERAL EDUCATION PROPOSAL
10
Federal Education Proposal
Cornelius Kealoha
Ashford University
Capstone Final: Federal Education Proposal: Early Childhood Education
Introduction
In the United States of America the demand for early childhood education and care programs continue to increase due to two reasons; high demand for out of home care for child and due to recognition that educational experience is very important during the early ages of development in a child (Blenkin, 2012). Research has indicated that high quality and appropriate early childhood set of programs lead to both short and long term positive impact on the child’s social and cognitive development. But with this understanding in mind, we see a program that is ill informed and with policies that are insufficient being imparted into the lives of the children. The programs that are existent in most cases have relied upon approaches that fragmented, and piecemeal to the complex matters that face children and their families at this early stage in their lives. Effective policies have not been frequently been funded at the most appropriate level in order to provide support to the families and the children (Gullo, 2014).
It is my belief that currently United States is at crossroads, and it is important that we must be able to come up with an integrated system of early childhood care and education which is made up of comprehensive approaches which directly brings together families and communities in the design, evaluation and implementation. It is important to invest in a child at an early age and be able to rip benefits that involve cost saving in the future. If we fail to make this investment on early child education, it means that we will be facing an uncertain future as America that will be at risk of increased delinquency, lowered levels of productivity, lower adults ready to be productive and less economic development (Blenkin, 2012).
Background of this paper
After suggesting above that the early education system in the United States might be lacking in one or two areas, one area in which I find the system to have a big problem is in formative assessment. It is important that we should understand that there is a relationship which exists between assessment in early childhood education and teaching and learning (Gullo, 2014).
i. Purpose
This is a paper that is created to make a review of issues in early childhood education and make proposal when it comes to formative assessment. The findings of this paper is intended to better the early childhood education in United States since it will be used in support of the development framework for the early education and learning (Gullo, 2014). This is a paper that is created in order to answer questions that are related to formative assessment in early childhood education.
ii. Curriculum relation to assessment
Features of curriculum such as degree of formality and informality cannot be s.
Why America Needs High-Quality Early Care and Education, a statement of principles. Corporate Voices for Working Families and The Business Roundtable, 2009.
7.1 Staff The Essential IngredientIf you traveled across the Un.docxalinainglis
7.1 Staff: The Essential Ingredient
If you traveled across the United States and visited every early childhood program on your path, you would have a hard time finding any two that are exactly alike. From a preschool in rural Alaska where children wear snow boots on the playground, to a child care center in downtown Miami housed in a busy office tower, programs differ in so many ways—in size, location, hours of operation, philosophy, and structure. The one characteristic that all share is the importance of the staff and the relationships they build with children and families. More than facility, equipment, and materials, it's the people working in the program, caring for and teaching the children, who determine the quality and value of the services provided there.
As described in Chapter 1, research confirms that the staff is the most important ingredient in program quality. Hiring enough staff to maintain low teacher-child ratios and attracting staff with credentials and skills are among the leading indicators of quality (National Center for Early Development and Learning, 1999).
The responsibility of the early childhood administrator regarding staff is to serve as a mentor, a supervisor, and manager, and a coach. As a mentor, the administrator serves as a role model and provides advice and guidance to support professional growth. As a supervisor, the administrator sets clear expectations for staff members, evaluates their job performance, and provides feedback. As a manager, the administrator creates schedules and calendars that structure the staffing patterns in the program and ensure that there will be enough staff available to meet the children's needs. And as a coach, the administrator works with groups or teams of teachers and other staff members, facilitating communication and planning, as well as resolving conflicts. An effective leader of an early childhood program balances all these roles and responsibilities to create an environment where each employee can do her or his best work.
7.2 The Problem of High Staff Turnover
Early childhood administrators are responsible for attracting, hiring, training, and supervising quality staff members, from the office clerk to the food service aid to the classroom teachers. In the field of early childhood education, staff turnover is a chronic problem (Hale, Knopf & Kemple, 2006). According to the National Association for the Education of Young Children (NAEYC), the turnover rate among early childhood educators is roughly one third a year (2012d). This means that many early childhood administrators have to hire the equivalent of a completely new staff every three years.
Compensation Rates
The causes of turnover are complex. One primary reason is low compensation (NAEYC, 1997b). Despite the important role they play in the lives of young children, early childhood teachers and caregivers are among the lowest paid professionals in the United States. According to 2011 data from the U.S. Department o.
EDUC – 3003 Week 2Assignment 1
Ashley Ann Abron
Walden University
1)Pages 35-41 of Assessing and Guiding Young Children's Development and Learning outline four general decision-making categories of assessment. Briefly, summarize each of these. Identify when assessment for each category is most likely to be effective.
When simplified teachers use assessment into two categories (1) to use the information to work with their students individually/group and (2) to monitor their progress. To avoid being overwhelmed with information the assessment process follows four general decision-making categories. The first is Assessing to Know Children Individually and as Members of a Group. The one thing that individuals and groups have in common is that they each have their own approaches to what and how they learn. Teachers will have to maneuver working with both and how their attitudes and habits can affect their learning. Knowing the abilities of children individually as well as in a group will help the teacher to aid in their educational development and interest. Assessment will be most effective when a teacher can discern when to assess a child individually and when to asses as a group. In addition a teacher should know the strength of the individual and the group. If an issue is clearly limited to an individual there is no need to assess the whole class. Teachers should also keep in mind what can influence a child's behavior such as the environment, time of day, materials available, and other children.
Another general decision-making category of assessment is Assign Progress Toward Expected Outcomes in Development and Learning. This means that as children progress through their education it is expected that they meet certain requirements. Children are expected to reach certain milestones not only in their growth and development but also in their academic’s studies. To ensure that children are reaching these milestones assessments should be frequent can cover various aspects for them to be the most effective. The third general decision-making categories of assessment are Expected Child Outcomes in Major Development Domains. When assessing student’s teachers should focus on the major domains of child development; physical, social, emotional, and cognitive. Each domain is important to the overall development of growth of a child. For teachers to successfully assess each domain of a child is to record the progress of each, even if it isn't required.
Conclusively Expected Child Outcomes Stated as Standards is the last category of the assessment decision making. Organization in child education from state departments to school districts have written out specific academic and developmental standards for children of every age group. Standards are directed towards content and performance from the general to the specific. In this regard, assessment is most effective when it is flexible and comprehensiv.
�
Part O
n
e
Part One: Background
�
Introduction
This publication, Infant/Toddler Learning and Development Program Guidelines,presents information about how to
provide high-quality early care and education,
including recommendations for program poli-
cies and day-to-day practices that will improve
program services to all1 infants and toddlers
(children from birth to thirty-six months of
age). It contains vitally important information
about early learning and development. With
this publication the California Department of
Education intends to provide a starting point
for strengthening all programs that educate
and care for infants and toddlers, including
centers, family child care homes, and kith and
kin care. The guidelines specifically address
the concerns of program leaders, teachers, and
family members. They also inform community
organizations, policy-makers, business leaders,
1 Whenever infants, toddlers, or children are mentioned in
this publication, the intention is to refer to all children. In some
places the word all is used to emphasize the inclusive perspec-
tive presented in this publication.
�
and others interested in improving the care and
education of California’s youngest children.
The guidelines pay particular attention
to the role of the family in early care and
education, to the inclusion of children with
disabilities or other special needs, and to col-
laboration between programs and families.
Because high-quality programming cannot be
attained without attention to these topics in
all components of care, the topics are woven
throughout the publication rather than treated
separately. In addition, family child care and
care by relatives are included in the main body
of the guidelines and, when necessary for clar-
ity, are addressed individually.
How great is the need for high-quality
care?
Large numbers of infants all over the na-
tion are spending long hours in early care and
education settings, many of which are of poor
quality. California reflects a national trend,
suffering from a scarcity of both the quantity
and the quality of infant/toddler programs.
Over half (58 percent) of California’s infants
and toddlers spend time in nonparental care.
A quarter of them (26 percent) are in full-time
care, defined as 35 or more hours per week
(Snyder and Adams 2001). The demand for
high-quality care overwhelms supply. This
need is especially pronounced in low-income
communities (Fuller and Holloway 2001),
where few high-quality settings can be found.
Statewide, only an estimated 5 percent of
available spaces in licensed centers are for
infant care (California Child Care Portfolio
2001).
The guidelines aim to increase the quality
of programs that currently exist and provide
a framework for the development of new
high-quality programs. Increasing the number
of high-quality settings will lead to a wide
range of benefits, including enhancing school
readiness, offering safe havens from abuse and .
�
Part O
n
e
Part One: Background
�
Introduction
This publication, Infant/Toddler Learning and Development Program Guidelines,presents information about how to
provide high-quality early care and education,
including recommendations for program poli-
cies and day-to-day practices that will improve
program services to all1 infants and toddlers
(children from birth to thirty-six months of
age). It contains vitally important information
about early learning and development. With
this publication the California Department of
Education intends to provide a starting point
for strengthening all programs that educate
and care for infants and toddlers, including
centers, family child care homes, and kith and
kin care. The guidelines specifically address
the concerns of program leaders, teachers, and
family members. They also inform community
organizations, policy-makers, business leaders,
1 Whenever infants, toddlers, or children are mentioned in
this publication, the intention is to refer to all children. In some
places the word all is used to emphasize the inclusive perspec-
tive presented in this publication.
�
and others interested in improving the care and
education of California’s youngest children.
The guidelines pay particular attention
to the role of the family in early care and
education, to the inclusion of children with
disabilities or other special needs, and to col-
laboration between programs and families.
Because high-quality programming cannot be
attained without attention to these topics in
all components of care, the topics are woven
throughout the publication rather than treated
separately. In addition, family child care and
care by relatives are included in the main body
of the guidelines and, when necessary for clar-
ity, are addressed individually.
How great is the need for high-quality
care?
Large numbers of infants all over the na-
tion are spending long hours in early care and
education settings, many of which are of poor
quality. California reflects a national trend,
suffering from a scarcity of both the quantity
and the quality of infant/toddler programs.
Over half (58 percent) of California’s infants
and toddlers spend time in nonparental care.
A quarter of them (26 percent) are in full-time
care, defined as 35 or more hours per week
(Snyder and Adams 2001). The demand for
high-quality care overwhelms supply. This
need is especially pronounced in low-income
communities (Fuller and Holloway 2001),
where few high-quality settings can be found.
Statewide, only an estimated 5 percent of
available spaces in licensed centers are for
infant care (California Child Care Portfolio
2001).
The guidelines aim to increase the quality
of programs that currently exist and provide
a framework for the development of new
high-quality programs. Increasing the number
of high-quality settings will lead to a wide
range of benefits, including enhancing school
readiness, offering safe havens from abuse and ...
Running Head FEDERAL EDUCATION PROPOSAL1FEDERAL EDUCATION.docxcharisellington63520
Running Head: FEDERAL EDUCATION PROPOSAL
1
FEDERAL EDUCATION PROPOSAL
10
Federal Education Proposal
Cornelius Kealoha
Ashford University
Capstone Final: Federal Education Proposal: Early Childhood Education
Introduction
In the United States of America the demand for early childhood education and care programs continue to increase due to two reasons; high demand for out of home care for child and due to recognition that educational experience is very important during the early ages of development in a child (Blenkin, 2012). Research has indicated that high quality and appropriate early childhood set of programs lead to both short and long term positive impact on the child’s social and cognitive development. But with this understanding in mind, we see a program that is ill informed and with policies that are insufficient being imparted into the lives of the children. The programs that are existent in most cases have relied upon approaches that fragmented, and piecemeal to the complex matters that face children and their families at this early stage in their lives. Effective policies have not been frequently been funded at the most appropriate level in order to provide support to the families and the children (Gullo, 2014).
It is my belief that currently United States is at crossroads, and it is important that we must be able to come up with an integrated system of early childhood care and education which is made up of comprehensive approaches which directly brings together families and communities in the design, evaluation and implementation. It is important to invest in a child at an early age and be able to rip benefits that involve cost saving in the future. If we fail to make this investment on early child education, it means that we will be facing an uncertain future as America that will be at risk of increased delinquency, lowered levels of productivity, lower adults ready to be productive and less economic development (Blenkin, 2012).
Background of this paper
After suggesting above that the early education system in the United States might be lacking in one or two areas, one area in which I find the system to have a big problem is in formative assessment. It is important that we should understand that there is a relationship which exists between assessment in early childhood education and teaching and learning (Gullo, 2014).
i. Purpose
This is a paper that is created to make a review of issues in early childhood education and make proposal when it comes to formative assessment. The findings of this paper is intended to better the early childhood education in United States since it will be used in support of the development framework for the early education and learning (Gullo, 2014). This is a paper that is created in order to answer questions that are related to formative assessment in early childhood education.
ii. Curriculum relation to assessment
Features of curriculum such as degree of formality and informality cannot be s.
Why America Needs High-Quality Early Care and Education, a statement of principles. Corporate Voices for Working Families and The Business Roundtable, 2009.
7.1 Staff The Essential IngredientIf you traveled across the Un.docxalinainglis
7.1 Staff: The Essential Ingredient
If you traveled across the United States and visited every early childhood program on your path, you would have a hard time finding any two that are exactly alike. From a preschool in rural Alaska where children wear snow boots on the playground, to a child care center in downtown Miami housed in a busy office tower, programs differ in so many ways—in size, location, hours of operation, philosophy, and structure. The one characteristic that all share is the importance of the staff and the relationships they build with children and families. More than facility, equipment, and materials, it's the people working in the program, caring for and teaching the children, who determine the quality and value of the services provided there.
As described in Chapter 1, research confirms that the staff is the most important ingredient in program quality. Hiring enough staff to maintain low teacher-child ratios and attracting staff with credentials and skills are among the leading indicators of quality (National Center for Early Development and Learning, 1999).
The responsibility of the early childhood administrator regarding staff is to serve as a mentor, a supervisor, and manager, and a coach. As a mentor, the administrator serves as a role model and provides advice and guidance to support professional growth. As a supervisor, the administrator sets clear expectations for staff members, evaluates their job performance, and provides feedback. As a manager, the administrator creates schedules and calendars that structure the staffing patterns in the program and ensure that there will be enough staff available to meet the children's needs. And as a coach, the administrator works with groups or teams of teachers and other staff members, facilitating communication and planning, as well as resolving conflicts. An effective leader of an early childhood program balances all these roles and responsibilities to create an environment where each employee can do her or his best work.
7.2 The Problem of High Staff Turnover
Early childhood administrators are responsible for attracting, hiring, training, and supervising quality staff members, from the office clerk to the food service aid to the classroom teachers. In the field of early childhood education, staff turnover is a chronic problem (Hale, Knopf & Kemple, 2006). According to the National Association for the Education of Young Children (NAEYC), the turnover rate among early childhood educators is roughly one third a year (2012d). This means that many early childhood administrators have to hire the equivalent of a completely new staff every three years.
Compensation Rates
The causes of turnover are complex. One primary reason is low compensation (NAEYC, 1997b). Despite the important role they play in the lives of young children, early childhood teachers and caregivers are among the lowest paid professionals in the United States. According to 2011 data from the U.S. Department o.
EDUC – 3003 Week 2Assignment 1
Ashley Ann Abron
Walden University
1)Pages 35-41 of Assessing and Guiding Young Children's Development and Learning outline four general decision-making categories of assessment. Briefly, summarize each of these. Identify when assessment for each category is most likely to be effective.
When simplified teachers use assessment into two categories (1) to use the information to work with their students individually/group and (2) to monitor their progress. To avoid being overwhelmed with information the assessment process follows four general decision-making categories. The first is Assessing to Know Children Individually and as Members of a Group. The one thing that individuals and groups have in common is that they each have their own approaches to what and how they learn. Teachers will have to maneuver working with both and how their attitudes and habits can affect their learning. Knowing the abilities of children individually as well as in a group will help the teacher to aid in their educational development and interest. Assessment will be most effective when a teacher can discern when to assess a child individually and when to asses as a group. In addition a teacher should know the strength of the individual and the group. If an issue is clearly limited to an individual there is no need to assess the whole class. Teachers should also keep in mind what can influence a child's behavior such as the environment, time of day, materials available, and other children.
Another general decision-making category of assessment is Assign Progress Toward Expected Outcomes in Development and Learning. This means that as children progress through their education it is expected that they meet certain requirements. Children are expected to reach certain milestones not only in their growth and development but also in their academic’s studies. To ensure that children are reaching these milestones assessments should be frequent can cover various aspects for them to be the most effective. The third general decision-making categories of assessment are Expected Child Outcomes in Major Development Domains. When assessing student’s teachers should focus on the major domains of child development; physical, social, emotional, and cognitive. Each domain is important to the overall development of growth of a child. For teachers to successfully assess each domain of a child is to record the progress of each, even if it isn't required.
Conclusively Expected Child Outcomes Stated as Standards is the last category of the assessment decision making. Organization in child education from state departments to school districts have written out specific academic and developmental standards for children of every age group. Standards are directed towards content and performance from the general to the specific. In this regard, assessment is most effective when it is flexible and comprehensiv.
Assignment Content1. Top of FormProfessional dispositions ha.docxbraycarissa250
Assignment Content
1.
Top of Form
Professional dispositions have been defined as the “values, commitments, and professional ethics that influence behavior toward candidates, families, colleagues and communities and affect candidate learning, motivation and development as well as the educator’s own professional growth” (NCATE, 2000).
Dispositions can also be described as attitudes and beliefs about counseling, as well as professional conduct and behavior. Not all dispositions can be directly assessed, but aspects of professional behavior are assessed during classes and field experiences in counseling settings.
Review the Master of Science in Counseling Professional Dispositions.
To prepare for professional dispositions assessments in this program, write a 700 word paper in which you:
· Reflect on your personal strengths in connection to the dispositions. Support your ideas with examples.
· Identify areas for personal growth in connection to the dispositions. Support your ideas with examples.
· Outline an action plan for developing the identified areas for personal growth.
· Describe why it is important to adhere to the dispositions. How do they support professionalism in counseling? How do they make a counselor effective?
Format your assignment according to course-level APA guidelines.
Bottom of Form
The title for this Special Section is Developmental Research and Translational
Science: Evidence-Based Interventions for At-Risk Youth and Families, edited by
Suniya S. Luthar and Nancy Eisenberg
Processes of Early Childhood Interventions to Adult Well-Being
Arthur J. Reynolds, Suh-Ruu Ou, Christina F. Mondi, and Momoko Hayakawa
University of Minnesota
This article describes the contributions of cognitive–scholastic advantage, family support behavior, and school
quality and support as processes through which early childhood interventions promote well-being. Evidence
in support of these processes is from longitudinal cohort studies of the Child–Parent Centers and other pre-
ventive interventions beginning by age 4. Relatively large effects of participation have been documented for
school readiness skills at age 5, parent involvement, K-12 achievement, remedial education, educational attain-
ment, and crime prevention. The three processes account for up to half of the program impacts on well-being.
They also help to explain the positive economic returns of many effective programs. The generalizability of
these processes is supported by a sizable knowledge base, including a scale up of the Child–Parent Centers.
Growing evidence that early childhood experiences
can improve adult well-being and reduce educa-
tional disparities has increased attention to preven-
tion (Braveman & Gottlieb, 2014; Power, Kuh, &
Morton, 2013). Early disparities between high- and
low-income groups are evident in school readiness
skills, which increase substantially over time in
rates of achievement proficiency, delinquency, and
educational attainment (Braveman ...
How to Develop a Response to Intervention ModelAmy Robertson
Schools need a way to identify struggling students so they can intervene immediately to alter the course of action for students. Learn the 10 steps to developing an RTI model at your school with this eBook.
CHAPTER 1Overview of Early Care and Education and Program Admini.docxwalterl4
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.
CHAPTER 1Overview of Early Care and Education and Program Admini.docxketurahhazelhurst
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 ...
PresEd 19: Chapter 4 (Implementing Early Childhood Programs: Applying to Prac...CarloAlmanzor1
This shows information about the different programs that we can apply in teaching field. This includes the different features of each program: How they alike and differ to one another.
As you have been learning, the field of early childhood is one o.docxcargillfilberto
As you have been learning, the field of early childhood is one of great breadth. Understanding the field requires knowledge of the rich and complex variety of early programs and services that exist in support of young children and their families, where programs are offered and to whom, the standards that shape programs, and how programs are monitored and funded. Each of these factors can affect outcomes for children and families directly and indirectly. Take time to review the multimedia piece "Five Sectors in the Early Childhood Field," paying close attention to the monitoring, funding, and quality segments, and consider what you have learned about the incredible breadth of the field as well as information on program effectiveness, standards, and monitoring as presented in your learning resources. With this in mind, consider the following:
Although the field of early childhood has long debated the use of universal standards, increasing concerns about the discrepancy of quality in and across programs has led to growing support of universal standards for teacher preparation, program administration, curriculum, assessment, and parent/family communication (Seefeldt, 2005). Consider the universal standards movement, the state of existing standards within the field, and what you have learned about quality related to early childhood education programs.
After you have considered these factors:
By Day 4
Post:
What you view as the existing gaps in monitoring quality standards within the field
Your perspective with regard to the benefits of universal standards
Your perspective with regard to potential challenges and/or drawbacks to implementing universal standards
Be sure to include references to and examples from the readings and multimedia presentation to support your answers.
.
YThis paper is due Monday, 30 November. You will need to use at leas.docxpaynetawnya
YThis paper is due Monday, 30 November. You will need to use at least ONE primary source, and TWO secondary sources. 12 font, double spaced, New times, 5 pages.
How did the Vikings construct their ships so that they were able to go such long distances? What impact did they have on the areas that they settled?
No plagiarism and No Paraphrasing. Put it on your own words, this is a major and final exam grade, please.
I will only accept on GOOD RATINGS PROFESSORS
.
You have spent a lot of time researching a company. Would you inve.docxpaynetawnya
You have spent a lot of time researching a company. Would you invest in that company? (assume you can afford it). Why or why not? Is another company covered by a classmate preferable?
The company is Lenovo.Co
at least 250 words.
othr company my classmates covered are Walmart, Apple.Inc, Ikea,etc
.
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Assignment Content
1.
Top of Form
Professional dispositions have been defined as the “values, commitments, and professional ethics that influence behavior toward candidates, families, colleagues and communities and affect candidate learning, motivation and development as well as the educator’s own professional growth” (NCATE, 2000).
Dispositions can also be described as attitudes and beliefs about counseling, as well as professional conduct and behavior. Not all dispositions can be directly assessed, but aspects of professional behavior are assessed during classes and field experiences in counseling settings.
Review the Master of Science in Counseling Professional Dispositions.
To prepare for professional dispositions assessments in this program, write a 700 word paper in which you:
· Reflect on your personal strengths in connection to the dispositions. Support your ideas with examples.
· Identify areas for personal growth in connection to the dispositions. Support your ideas with examples.
· Outline an action plan for developing the identified areas for personal growth.
· Describe why it is important to adhere to the dispositions. How do they support professionalism in counseling? How do they make a counselor effective?
Format your assignment according to course-level APA guidelines.
Bottom of Form
The title for this Special Section is Developmental Research and Translational
Science: Evidence-Based Interventions for At-Risk Youth and Families, edited by
Suniya S. Luthar and Nancy Eisenberg
Processes of Early Childhood Interventions to Adult Well-Being
Arthur J. Reynolds, Suh-Ruu Ou, Christina F. Mondi, and Momoko Hayakawa
University of Minnesota
This article describes the contributions of cognitive–scholastic advantage, family support behavior, and school
quality and support as processes through which early childhood interventions promote well-being. Evidence
in support of these processes is from longitudinal cohort studies of the Child–Parent Centers and other pre-
ventive interventions beginning by age 4. Relatively large effects of participation have been documented for
school readiness skills at age 5, parent involvement, K-12 achievement, remedial education, educational attain-
ment, and crime prevention. The three processes account for up to half of the program impacts on well-being.
They also help to explain the positive economic returns of many effective programs. The generalizability of
these processes is supported by a sizable knowledge base, including a scale up of the Child–Parent Centers.
Growing evidence that early childhood experiences
can improve adult well-being and reduce educa-
tional disparities has increased attention to preven-
tion (Braveman & Gottlieb, 2014; Power, Kuh, &
Morton, 2013). Early disparities between high- and
low-income groups are evident in school readiness
skills, which increase substantially over time in
rates of achievement proficiency, delinquency, and
educational attainment (Braveman ...
How to Develop a Response to Intervention ModelAmy Robertson
Schools need a way to identify struggling students so they can intervene immediately to alter the course of action for students. Learn the 10 steps to developing an RTI model at your school with this eBook.
CHAPTER 1Overview of Early Care and Education and Program Admini.docxwalterl4
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.
CHAPTER 1Overview of Early Care and Education and Program Admini.docxketurahhazelhurst
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 ...
PresEd 19: Chapter 4 (Implementing Early Childhood Programs: Applying to Prac...CarloAlmanzor1
This shows information about the different programs that we can apply in teaching field. This includes the different features of each program: How they alike and differ to one another.
As you have been learning, the field of early childhood is one o.docxcargillfilberto
As you have been learning, the field of early childhood is one of great breadth. Understanding the field requires knowledge of the rich and complex variety of early programs and services that exist in support of young children and their families, where programs are offered and to whom, the standards that shape programs, and how programs are monitored and funded. Each of these factors can affect outcomes for children and families directly and indirectly. Take time to review the multimedia piece "Five Sectors in the Early Childhood Field," paying close attention to the monitoring, funding, and quality segments, and consider what you have learned about the incredible breadth of the field as well as information on program effectiveness, standards, and monitoring as presented in your learning resources. With this in mind, consider the following:
Although the field of early childhood has long debated the use of universal standards, increasing concerns about the discrepancy of quality in and across programs has led to growing support of universal standards for teacher preparation, program administration, curriculum, assessment, and parent/family communication (Seefeldt, 2005). Consider the universal standards movement, the state of existing standards within the field, and what you have learned about quality related to early childhood education programs.
After you have considered these factors:
By Day 4
Post:
What you view as the existing gaps in monitoring quality standards within the field
Your perspective with regard to the benefits of universal standards
Your perspective with regard to potential challenges and/or drawbacks to implementing universal standards
Be sure to include references to and examples from the readings and multimedia presentation to support your answers.
.
YThis paper is due Monday, 30 November. You will need to use at leas.docxpaynetawnya
YThis paper is due Monday, 30 November. You will need to use at least ONE primary source, and TWO secondary sources. 12 font, double spaced, New times, 5 pages.
How did the Vikings construct their ships so that they were able to go such long distances? What impact did they have on the areas that they settled?
No plagiarism and No Paraphrasing. Put it on your own words, this is a major and final exam grade, please.
I will only accept on GOOD RATINGS PROFESSORS
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The company is Lenovo.Co
at least 250 words.
othr company my classmates covered are Walmart, Apple.Inc, Ikea,etc
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You have been hired to secure ZXY’s network and ensure that the company has the highest levels of security to protect against internal and external attacks. In an 8-10 page proposal, include the following items to provide a comprehensive secure environment:
A plan to provide secure access control methods for all user access
A viable password policy, which includes complexity, duration, and history requirements
A cryptography method to ensure vital data is encrypted
A remote access plan to ensure that users who access the network remotely do so in a secure and efficient manner
A thorough plan to protect the network from malware and various types of malicious attacks
Your proposal should include all of the elements noted above with support, detail, and elaboration for each section explicitly grounded in knowledge from the assigned readings and media along with any outside sources you may choose to bring into your writing.
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Zero:
Describe the system (briefly!). As in: I’m going to talk about the _____ system, which does this, that and the other thing.
First
: When we talk about confidentiality, we’re talking about
un
authorized access to information. That means there is (or at least probably is) authorized access to information. For your system, what roles or people are there with authorized access – and what information can they see or use. Is there anything special about their roles or their level of access? Are there exceptions?
Second
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Third
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Introduction to Business
Research
the evolution of business with your assigned team members.
Locate
information on the following points:
Feudalism
Mercantilism
Capitalism
Commerce
Property rights
The Industrial Revolution
Individually,
create
a 10- to 15-slide Microsoft
®
PowerPoint
®
presentation describing the evolution of business.
BUS/211
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Use the library and your course materials to research these models. Your analysis should include a response to the following:
Discuss the assimilation, pluralism, and multiculturalism models, and include their historical timelines.
How is it that certain groups in the United States never given the opportunity to “assimilate”? Include the following groups in your analysis: Hispanics, African-Americans and others of African descent, Native-Americans, and Asian-Americans.
What model is used today?
Why is the current model significant in terms of access and privilege?
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Resource:
University of Phoenix Material: Sustainable Agriculture Project Proposal Template
Design
solutions to develop the land. Provide a development plan to bring this land up to agricultural standards.
Write
a proposal to the city that describes the step-by-step plan your team intends to implement. Record your ideas on the University of Phoenix Material: Sustainable Agriculture Project Proposal Template.
Explain
the following in the proposal:
The importance—both locally and globally—of having a sustainable food supply
The major threats to this land’s sustainability
The characteristics that will enable your land to provide a long-term sustainable food supply
The steps your team will take to develop these characteristics
Ways this land will benefit the city economically and environmentally
The timeline of your plan
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You decide that you will chart the similarities and differences between the two and present a detailed outline to her comparing and contrasting the two. A detailed outline is in the traditional form of an outline; however, the text will contain sentences as opposed to single words or phrases. In your detailed outline, you should cover the following topics:
Identify 2 ways in which human service practice is different in the mental health setting versus the criminal justice setting (you may use any venue in the criminal justice setting for comparison, such as prison, jail, juvenile detention, pretrial diversion, parole, probation, etc.).Identify 2 ways in which human service practice is similar in the mental health setting versus the criminal justice setting (you may use any venue in the criminal justice setting for comparison, such as prison, jail, juvenile detention, pretrial diversion, parole, probation, etc.).What role does human service practice play in the pretrial diversion setting specifically?At what point, if any, does human service practice in the mental health setting converge on the pretrial diversion setting?
You should cite all sources using APA style format, and include a reference section at the end of your submission.
Up to 300 words times new Roman,12 font
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Group Discussion
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Describe the key differences between primary, secondary, and tertiary prevention programs. Discuss the overall effectiveness of these types of programs.
From the e-Activity, identify at least two (2) factors that contribute to a delinquency prevention program’s success. Specify the primary manner in which these types of programs have improved the lives of juveniles and their families.
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Identify the inventory valuation method (LIFO, FIFO, Average, etc.) used by your company and discuss the impact of the method on the income statement and balance sheet. Include the pros and cons/ tradeoffs of the method on the reported numbers.
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Anything interesting you learned about the organization you chose.
The most difficult component of this project. What made it challenging? How did you address this challenge?
Post a 2 to 4 paragraph discussion post (300 words minimum). Justify your explanations by including in-text citations and references in APA format as applicable.
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Week 6 - Discussion 1
Evaluate the characteristics of each mode of transportation in terms of time and cost efficiencies. Give examples.
Week 6 - Discussion 2
The Bill of Lading is the single most important document in transportation. Describe at least two functions it performs in international logistics.
.
WEEK 5 – EXERCISES Enter your answers in the spaces pr.docxpaynetawnya
WEEK 5 – EXERCISES
Enter your answers in the spaces provided. Save the file using your last name as the beginning of the file name (e.g., ruf_week5_exercises) and submit via “Assignments.” When appropriate,
show your work
. You can do the work by hand, scan/take a digital picture, and attach that file with your work.
For the following question(s): A school counselor tests the level of depression in fourth graders in a particular class of 20 students. The counselor wants to know whether the kind of students in this class differs from that of fourth graders in general at her school. On the test, a score of 10 indicates severe depression, while a score of 0 indicates no depression. From reports, she is able to find out about past testing. Fourth graders at her school usually score 5 on the scale, but the variation is not known. Her sample of 20 fifth graders has a mean depression score of 4.4. Use the .01 level of significance.
1.
The counselor calculates the unbiased estimate of the population’s variance to be 15. What is the variance of the distribution of means?
A)
15/20 = 0.75
B)
15/19 = 0.79
C)
15
2
/20 = 11.25
D)
15
2
/19 = 11.84
2.
Suppose the counselor tested the null hypothesis that fourth graders in this class were
less
depressed than those at the school generally. She figures her
t
score to be
-
.20. What decision should she make regarding the null hypothesis?
A)
Reject it
B)
Fail to reject it
C)
Postpone any decisions until a more conclusive study could be conducted
D)
There is not enough information given to make a decision
3.
Suppose the standard deviation she figures (the square root of the unbiased estimate of the population variance) is .85. What is the effect size?
A)
5/.85 = 5.88
B)
.85/5 = .17
C)
(5
-
4.4)/.85 = .71
D)
.85/(5
-
4.4) = 1.42
For the following question(s): Professor Juarez thinks the students in her statistics class this term are more creative than most students at this university. A previous study found that students at this university had a mean score of 35 on a standard creativity test. Professor Juarez finds that her class scores an average of 40 on this scale, with an estimated population standard deviation of 7. The standard deviation of the distribution of means comes out to 1.63.
4.
What is the
t
score?
A)
(40
-
35)/7 = .71
B)
(40
-
35)/1.63 = 3.07
C)
(40
-
35)/7
2
= 5/49 = .10
D)
(40
-
35)/1.63
2
= 5/2.66 = 1.88
5.
What effect size did Professor Juarez find?
A)
(40
-
35)/7 = .71
B)
(40
-
35)/1.63 = 3.07
C)
(40
-
35)/7
2
= 5/49 = .10
D)
(40
-
35)/1.63
2
= 5/2.66 = 1.88
6.
If Professor Juarez had 30 students in her class, and she wanted to test her hypothesis using the 5% level of significance, what cutoff
t
score would she use? (You should be able to figure this out without a table because only one answer is in the correct region.)
A)
304.11
B)
1.699.
Week 5 Writing Assignment (Part 2) Outline and Preliminary List o.docxpaynetawnya
Week 5
Writing Assignment (Part 2): Outline and Preliminary List of References
Due Week 5 and worth 100 points
Complete the outline after you have done library / Internet research for evidence that bears on your hypothesis. Provide information about all of the following components of the final paper:
Subject:
Poverty.
What is your hypothesis?
1.
Specific Hypothesis
.
2.
Applicable Sociological Concepts
.
3.
Practical Implications
. Discuss the value of sociological research into your issue. Determine whether or not there are (or would be) practical implications of sociological inquiry into this issue.
Evidence
. This is the most important part of the paper. Analyze at least two (2) lines of evidence that pertain to the hypothesis that you are evaluating. Does the evidence support your hypothesis? For each type of evidence, consider possible biases and alternative interpretations.
Conclusions
. Draw conclusions based on the evidence that you have discovered. Does the evidence confirm or refute your hypothesis? Is the evidence sufficiently convincing to draw firm conclusions about your hypothesis?
For example, here is a generic example of what the headings of your possible outline might look like:
I.
Specific Hypothesis.
II.
Applicable Sociological Concepts.
a.
Theory A
b.
Concept 1
c.
Concept 2
III.
Practical Implications.
a.
Implications for public policy
i.
Education
ii.
Taxes
b.
Implications for employers
c.
Implications for spouses of workaholics
Evidence.
Line of evidence 1
i.
The evidence and what it means
ii.
Possible biases
iii.
Alternative explanations of what it means.
b.
Line of evidence 2
i.
The evidence and what it means
ii.
Possible biases
Conclusion(s): All available evidence refutes the hypothesis, but there are alternative explanations.
References
:
Baker, A. & Abel, E (2005) Villagers reject modern attitudes about car washing.
International Journal of Sociology
, 11, 12-57. Retrieved from EBSCO-Host.
Doe, J. (2010, April 1) Villagers retain traditional attitudes despite bombardment with western television.
The New York Times
. Retrieved from
www.nytimes.com/village_update
Steiner, H. (2012, January 4) Revolt against local ordinances in the village.
Time Magazine
. pp. 14-15.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA format.
The specific course learning outcomes associated with this assignment are:
Evaluate the various methodologies for sociological research.
Apply the sociological perspective to a variety of socioeconomic and political problems.
Critically examine how society shapes individuals and how individuals shape society.
Use technology and information resources to research issues in sociology.
Write clearly and concisely about sociology using proper writing mechanics.
.
Week 5 eActivityRead the Recommendation for Cryptographic Key.docxpaynetawnya
Week 5 eActivity
Read the "
Recommendation for Cryptographic Key Generation
" by NIST.
Read Chapter 19 of "
An Introduction to Computer Security: The NIST Handbook.
"
Please be prepared to discuss each of these items
Analyze the overall attributes of symmetric and asymmetric cryptography technologies. Discuss the advantages and disadvantages of each, and speculate upon the main reasons why organizations utilize both technologies today. Give an example of where you would consider using each of these forms of encryption within an organization to support your response.
From the e-Activity, give your opinion of whether cryptography should be a part of every email security strategy or if there are specific characteristics of organizations where such measures are not needed. Justify your answer.
.
Week 5 Discussion
Network Security
Supporting Activity: Network Security I
Write
a 200- to 300-word response to the following:
1
• What are the predominant electronic and physical threats to communications networks?
Supporting Activity Network Security II
Write
a 200- to 300-word response to the following question:
2 • What is the importance of explicit enterprise security policies and procedures?
.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1.1 The Benefits of Early Childhood EducationAccording to the Na.docx
1. 1.1 The Benefits of Early Childhood Education
According to the National Association for the Education of
Young Children (NAEYC), the largest membership organization
for early education professionals, there are more than 300,000
licensed or regulated early childhood programs in the United
States (NAEYC, n.d.). This figure includes a variety of for-
profit and nonprofit program types, such as child care centers,
preschools, and family child care homes.
An early childhood care program is generally defined as an
educational or child care service provided to young children,
including infants through 5-year-olds and often also inclusive of
older children in after-school programs. Such programs usually
employ teachers or caregivers, as well as support staff such as
kitchen workers or office assistants. The amount of time
children spend in early childhood programs each day can vary
from a few hours in a part-day preschool program to nine hours
or more in a full-day child care center.
With rare exception, these programs are run by early childhood
administrators. The work of early childhood administrators has
a significant effect on the lives of young children and their
families, because early childhood education plays an important
role in the healthy development of children and sets the stage
for academic achievement and future success.
Meeting the Needs of Children and Families
For many parents, the top priority in enrolling their child in an
early childhood program is to find adequate child care services
so they can continue to work outside the home. In the United
States today, more than half of the mothers of children under
age five are in the labor force (United States Department of
Labor, 2008), and four out of five young children with
employed mothers receive child care by someone other than
2. their parents (Forum on Child and Family Statistics, 2010).
Working parents may need flexibility in pick-up and drop-off
times, some may need extended hours care, and all want care
that is safe, high quality, and affordable.
Parents also enroll their children in child care or preschool
programs for social and cognitive reasons. They may wish for
their child to interact with other children, or they may seek to
develop their child's school-readiness skills to help prepare him
or her for kindergarten.
For children who are considered high risk for school failure,
there are programs that provide targeted supports to help
children develop language, literacy, and problem-solving skills.
For example, publicly funded early childhood programs help
children living in poverty who might not otherwise have access
to early childhood programs prepare for kindergarten and later
school success.
Positive Outcomes of High-Quality Care
The first five years of a child's life are a critical period of
development. Children are learning essential cognitive, social,
emotional, physical, and self-help skills necessary for success
in school and in life. A growing body of research suggests that
children who participate in high-quality early childhood
programs are more successful, both academically and socially,
than children in poor-quality programs (Child Trends Data
Bank, 2006) (see the Focus On feature box for a discussion of
what constitutes high-quality care).
Longitudinal studies, which track the progress and development
of children over a long period, show that children who
participated in comprehensive high-quality early childhood
programs show lasting developmental differences, such as
higher scores on reading and math tests (Frank Porter Graham
Child Development Center, 1999). Studies also show that
3. children who participate in high-quality programs fare
significantly better than those enrolled in poor-quality or
mediocre programs. For example, the Cost, Quality & Outcomes
study published by the National Center for Early Development
and Learning shows that children who were in high-quality care
programs when they were three and four years old scored better
on math, language, and social skills development through the
early elementary years than children in poor-quality care
(National Center for Early Development and Learning, 1999).
Some of the strongest evidence of the long-term benefits of
high-quality early childhood care and education comes from
studies that have evaluated preschool programs that serve
disadvantaged children, from small models, such as the Carolina
Abecedarian Project, to large-scale programs, such as Head
Start. These long-term studies suggest that high-quality early
childhood programs can have positive effects on children's
academic achievement well into the high school years. Children
who participated in high-quality programs achieve higher test
scores in math and reading than children who did not, and they
are also more likely to finish high school and attend college.
Quality early childhood care is so important that federal
legislation mandates support for programs serving children at
every age level, from infants through school-age. Currently,
there are more than a million children enrolled in federally
funded Head Start programs and more than 1.5 million young
children in child care programs funded by the Child Care
Development Fund, the primary federal program specifically
devoted to child care services and quality (Children's Defense
Fund [CDF], 2012).
Children whose backgrounds make them at risk for school
failure, such as children living in poverty, gain the most from
experience in quality settings and are more negatively affected
by poor-quality experiences (National Center for Early
4. Development and Learning, 1999). For instance, students who
participated in high-quality early childhood programs are less
likely to require special education classes in elementary and
secondary school than children enrolled in poor-quality
programs (Committee for Economic Development [CED], 2006).
Focus On: A Commitment to Quality
Running any kind of business is a challenge, whether it's a bank
or a button factory, but running an early childhood program
carries an extra level of responsibility because early childhood
administrators are trusted to oversee the education, social
development, safety, and well-being of our youngest and most
vulnerable citizens. The NAEYC states in its Code of Ethical
Conduct that an administrator of an early childhood program is
committed to providing a "high-quality program based on
current knowledge of child development and best practices in
early care and education" (NAEYC, 2006).
Administrators create and support quality by maintaining high
standards, which are the benchmarks or bases for measuring
progress or levels of quality. Some of the most significant
indicators of quality in an early childhood program include low
teacher-child ratios; professional credentials of teachers;
meaningful interactions between teachers, children, and
families; a safe and learning enriched physical environment; a
research based curriculum; and accurate child assessment.
Low teacher-child ratios
Having more teachers and fewer children in a class means the
children will receive more attention from their teachers and, as
a result, gain more from the experience. Minimum standards for
teacher-child ratio are usually mandated by state licensing
regulations, but these standards vary from state to state and
many high-quality programs far exceed these minimum
standards.
5. For example, while many states mandate a minimum four to one
child to teacher ratio for infant child care centers, numerous
research findings demonstrate that infants receive much more
responsive, sensitive care when the ratio is three to one (Center
for Law and Social Policy [CLASP], 2008). The NAEYC
accreditation criteria, often the benchmark of quality for early
childhood programs, requires teacher-child ratios for infants of
either three to one or four to one, for toddlers 12 to 28 months
no more than four to one, for 2-year-olds no greater than six to
one, and for preschoolers up to 5-years-old no more than 10 to 1
(NAEYC, 2008).
Professional credentials and training of teachers
Unlike primary and secondary school teachers, there is no
uniform set of credentials or competencies required for early
childhood teachers. Yet the level of teachers' educational
backgrounds directly affects the benefits children receive in an
early childhood program. Teachers with specialized college-
level training in topics such as child development, teaching
methods, and curriculum are better able to support and
challenge the children in their care (North Carolina Rated
License Assessment Project, n.d.). Hence, there is a direct
correlation between the leader's credentials and experience and
the overall level of program quality.
NAEYC Director Qualifications
• 10.A.02
The program administrator has the educational qualifications
and personal commitment required to serve as the program's
operational and pedagogical leader. This criterion can be met in
one of three ways:
The administrator. . .
6. has at least a baccalaureate degree. [AND]
has at least 9 credit-bearing hours of specialized college-level
course work in administration, leadership, and management
(which can be in school administration, business management,
communication, technology, early childhood management or
administration, or some combination of these areas.) [AND]
has at least 24 credit-bearing hours of specialized college-level
course work in early childhood education, child development,
elementary education, or early childhood special education that
encompasses child development and children's learning from
birth through kindergarten; family and community relationships;
the practices of observing, documenting, and assessing young
children; teaching and learning processes; and professional
practices and development.
• 10.A.03
The program administrator demonstrates commitment to a high
level of continuing professional competence (see Program
Administrator Definition and Competencies) and an ability to
promote teamwork.
• 10.A.07
The program administrator and other program leaders
systematically support an organizational climate that fosters
trust, collaboration, and inclusion.
(NAEYC Accreditation Criteria, 2012a)
Interactions between teachers, children, and families
In high-quality early childhood programs, teachers are attentive
and respectful to children and family members. For example,
during classroom conversations they respond to children's
questions and requests, make eye contact, smile, and use a warm
tone of voice.
Physical environment
7. Children benefit from a physical environment that is safe,
comfortable, and that provides opportunities for discovery and
learning. Teachers in high-quality programs organize the space
and the materials so that children have enough room to play and
explore.
Curriculum
The curriculum implemented in a high-quality early childhood
program fosters children's cognitive development in key content
areas such as language, literacy, mathematics, technology,
creative expression, and the arts. Curriculum should also foster
social, emotional, and physical development.
Child assessment
In high-quality early childhood programs, child assessment and
curriculum goals are closely aligned. The child assessment
process is ongoing and supports children's learning.
Early childhood administrators must continually monitor and
assess the quality of care and education provided in their
programs. Formal, standardized measures of quality, such as
quality rating and improvement systems (QRIS) and
accreditation processes, will be discussed in Chapter 3. Early
childhood administrators also monitor quality informally every
day as they interact with children and staff members and
observe classrooms and playgrounds.
Economic Benefits
One of the great pleasures of working in the field of early
childhood education is having the opportunity to build
relationships and provide learning experiences that will benefit
children for the rest of their lives. Among early childhood
professionals there is often a sense of shared optimism that our
work with children will help make the world a better place.
8. Research suggests that this conviction is, indeed, true. Studies
indicate that children who participate in high-quality early
childhood programs provide an economic benefit to society
because as adults they make more valuable contributions to the
workforce and the economy.
High school dropout rates among students who attended high-
quality early childhood programs is about 25% less than
students who did not attend high-quality early childhood
programs. High school and college graduates earn higher
salaries, which means they contribute more to the economy.
Additional studies indicate that adults who participated in high-
quality preschool programs when they were young are more
likely to be employed in higher-paying, skilled jobs (CED,
2006).
In fact, child advocacy groups often assert that every dollar
invested in quality early care and education saves taxpayers up
to $13 in the form of future contributions to society and savings
in remedial programs (Calman & Tarr-Whelan, 2005). For
example, funding invested in early childhood education that
improves program quality will result in more children achieving
success in primary and secondary school, and more young adults
successfully entering the workforce. The dollars spent at the
front end, in early childhood care and education, will diminish
the need for remedial programs for students who drop out of
high school and for job programs that provide training for
adults struggling to find and retain employment.
The powerful message behind these projections is that everyone
benefits from a commitment to quality in early childhood
education, even citizens who are not parents of young children,
because tax dollars spent on early childhood programs will, in
the long term, enhance economic vitality.
1.2 Early Childhood Programs: The Basics
The range of different kinds of programs providing early
childhood care and education today is broad and varied. Unlike
9. the systems of public and private elementary schools, the roots
of which were established even before the American Revolution
(Mather Elementary School, n.d.), early childhood education
has grown into a diverse professional field only in the last 50
years. The establishment of the federal Head Start program in
the 1960s, combined with the growing need for child care to
support working families in the 1970s, led to the rapid
development and expansion of early childhood programs
(Elkind, 2009). Today, the variety of programs available is
robust, and they are run or sponsored by entities as diverse as
corporations, churches, the government, or private individuals
or families.
Variations Among Programs
Early childhood programs will vary in many ways, and the
diversity of the programs can be seen in terms of who is served
and what services are offered. Programs can fall into a number
of categories, including state agencies, federal agencies (like
Head Start), college- and university-run programs (including lab
schools), and private for-profit or nonprofit facilities (which
include family child care homes and child care centers).
Variations in Terminology
A program marketed as a school is usually a preschool or pre-
kindergarten (pre-k) facility existing primarily to provide
education services, while a program labeled as a child care
center is usually designed primarily to provide care and
supervision for infants and young children of working parents.
Programs that aim to blend both care and education are often
called child development centers. In practice, the terms school
and center are often used interchangeably in early childhood
education, and both care and education occur in all early
childhood settings.
Note that despite their name, early childhood programs labeled
as schools are not necessarily part of a larger academic
10. institution. Some may be independent, freestanding programs.
For example, Beacon Hill Nursery School is an independent
early childhood program in Boston that offers half-day classes
for toddlers and preschoolers. Likewise, the Child Care Center
of Evanston in suburban Chicago is a full-day preschool
program that both cares for and educates the children of
working families. However, some early childhood programs are
part of a larger public or private school, such as Anne Frank
Elementary School in Dallas, Texas, which is a large public
school that houses several pre-k classrooms.
Some child care programs are part of a large child care
corporation, such as KinderCare Learning Centers or Bright
Horizons Child Development Center. Others may be part of
community-based human service agencies, such as Boys and
Girls Clubs of America. Employers sometimes provide on-site
child care, such as the Day Care Center at the Connecticut
Children's Medical Center in Hartford, Connecticut, which
provides care for the children of hospital employees. Finally,
some early childhood schools include federally funded Head
Start programs that provide a structured curriculum, which
addresses specific learning goals in cognitive and language
development.
Home-Based Programs
In addition to schools and centers, most states allow individuals
to become licensed to care for groups of children in their
homes. While regulations vary from state to state, most licensed
providers must set aside a separate space, such as a basement,
specifically for child care activities. Many of the administrative
concepts and skills described in this book are also relevant to
family child care homes, but on a much smaller scale.
Ages Served
One characteristic that may differ from program to program is
the ages of the children served. Generally, early childhood
11. education is divided into four age groups:
infants (0–18 months),
toddlers (18–36 months),
preschoolers (3–5 years old), and
school-age (5–8 years old).
Some programs specialize in meeting the needs of just one age
group, such as a nursery school that offers preschool classes for
children between the ages of three and five. Some programs
may link two or more of these age groups, such as infants and
toddlers, together, and offer services that extend across both
developmental levels. Large early childhood programs may
provide services to all four of these age levels, from infant child
care up to after-school care for school-age children.
Hours of Operation
Generally, programs can be divided into two categories, part-
day or full-day. A part-day program might offer morning classes
for preschoolers that run from 9:00 a.m. to noon. In contrast, a
full-day program is usually open 10 or 11 hours each weekday
in order to provide child care services for working families.
Parents might drop off their children in the morning on their
way to work, perhaps as early as 6:30 or 7:00 a.m., and pick up
their children after work, around 6:00 or 6:30 p.m.
Serving Specific Needs
While many early childhood programs are created to provide
broad, general child care or educational experiences, some
programs meet a very specific need, such as a program that
offers gymnastics and dance classes to 4- and 5-year-olds, a
parent group that organizes parent-tot classes and parent
support meetings, or a drop-in child care program available for
shoppers in a department store.
In some cases, programs primarily serve the needs of parents,
providing child care, parent education, or parent support
12. services. In other cases, the purpose of programs is primarily to
serve the needs of children by providing educational, social, or
enrichment experiences. But all early childhood programs
provide some kind of balance, taking into consideration both the
needs of parents and of children.
Children With Special Needs
Many early childhood programs that serve a general population
of families also enroll children with special needs, such as
children with developmental delays or chronic medical
conditions. These inclusive programs work to integrate quality
programming for all children with the specialized intervention
or support services that are targeted to benefit the children with
special needs.
Other early childhood programs provide only services for
children with special needs. Early intervention programs and
therapeutic preschools provide therapy, care, and education to
infants, toddlers, and young children with special needs, as well
as support services for their families. Programs are designed to
respond to the individual needs of each child; for example, a
program might provide audiology services to a child with a
hearing impairment. Some of these services are mandated and
funded through the Individuals with Disabilities Education Act
(IDEA). More details about administering programs for children
with special needs will be provided in Chapter 8.
Government-Funded Programs
Programs that receive public funds are primarily those that
provide full-day child care services to working families or those
that serve at-risk populations, such as families living in
poverty. Government funds or grants for early childhood
programs are created when new laws are passed that mandate
funding for a specific purpose. Funding levels may change over
time, depending upon legislative decisions. The money for
government funding comes from tax dollars, usually at the
13. federal or state level.
Whether a program receives government funding and to what
extent the program is funded by government grants will help
determine the structure and size of the program. For example, a
child care center that serves an economically diverse population
of families may choose to expand its services to include infants
and toddlers if it becomes eligible for Early Head Start funds.
For-Profit and Nonprofit Programs
A for-profit early childhood program exists for the financial
benefit of its owners or shareholders. Examples of for-profit
programs include small neighborhood child care centers run by
an individual or family, or a large child care chain, such as La
Petite Academy.
A nonprofit organization does not have owners or shareholders.
The organization exists for the greater good of the community
or of society. A nonprofit organization may make a profit, but
that profit must be used to further the mission of the
organization. Common examples of nonprofit programs include
small preschools associated with churches or other
congregations, and larger programs associated with national
human service agencies, such as the YMCA. A preschool or pre-
k program that is part of a public school is a nonprofit program,
as is a federally funded program like Head Start (see the Focus
On feature box).
Focus On: Head Start
Head Start is a federal program that provides early childhood
education to low income children in centers across the United
States. Head Start serves children at risk for school failure and
includes children, regardless of family income status, who have
disabilities. In addition to the educational component, Head
Start also provides health, nutrition, and family support
services. Funding for Head Start is provided to public and
14. private agencies in the form of government grants.
Head Start was founded in 1965 as a summer school program to
help disadvantaged children get ready for kindergarten. It was
soon evident that a few weeks of instruction was not enough to
support children who were living in poverty and help prepare
them for success in school. The program was expanded to year-
round preschool for children ages three to five.
In 1994 an infant-toddler component, Early Head Start, was
added to serve children from birth through age three. Over the
years, more than 27 million children have enrolled in Head Start
(United States Department of Health and Human Services,
2010).
The broad goals of Head Start are to enhance children's
cognitive, social, and emotional development. Head Start
provides a learning environment that supports children's growth
in the following domains:
language and literacy,
cognition and general knowledge,
physical development and health,
social and emotional development, and
approaches to learning.
Some studies of the outcomes of Head Start have been
supportive, some critical, and some mixed. Many children who
participate in Head Start still enter kindergarten with below-
average skill and knowledge levels. Proponents of Head Start
argue that the at-risk population of Head Start students would
be at even lower levels without Head Start services (United
States Department of Health and Human Services, 2003). The
National Institute on Early Childhood Research has more
information on research about Head Start.
Sole Proprietorships and Franchises
15. Among for-profit programs, there are a wide variety of profit-
generating businesses models. One category is a sole
proprietorship, a business owned by an individual. Family child
care providers who run programs in their own homes are often
sole proprietors. Another common category is a franchise, a
business operated under a license from a larger company. The
Primrose Schools is an example of a corporation that licenses
its business model in return for a share of the franchise's
profits.
Administrative Accountability
For both for-profit and nonprofit programs, an organization
must set clear lines of authority for decision making and
accountability in order to function efficiently and effectively.
Typically, there is one administrator designated as the
"director" of the program. There may be other administrators,
such as an assistant director or curriculum director, who report
to the director. However, the person with the title of director
does not necessarily hold the highest authority. The director
may report to a board of directors, to a program owner, or to a
corporate headquarters, depending on the organizational
structure, or chain of command, of the program. That structure
is often represented in an organizational chart (Figure 1.1). The
chart illustrates to whom each staff member reports and shows
who is responsible for supervising other staff members.
In many early childhood programs, the director reports to a
board. Although board members are often volunteers, they are
legally responsible for the governance, or oversight, of the
organization. The responsibilities of board members are named
in the board bylaws, a document that describes the rules and
structure of the board of directors. Laws vary from state to
state, but all corporate boards, both nonprofit and for-profit,
must have bylaws to describe how they will be governed.
1.3 The Role of the Early Childhood Administrator
As demonstrated in the discussion of organizational structure,
16. the term administrator covers a broad category of different
leadership roles in early childhood programs. Administrators
may include center directors and assistant directors, curriculum
coordinators, teacher supervisors, and program managers. Most
frequently the leader of an early childhood program is the
designated authority who holds the title of "director" and is
accountable for the supervision of the program. For example,
Muriel is the director of a small independent preschool. Her
program offers part-day classes for three, four, and five year
olds. Her program is housed in three classrooms in a community
center that are rented from the local park district. Muriel's
program is small, serving about 50 children. In addition to
directing the program, Muriel serves as one of the coteachers of
the 3-year-old class on Mondays, Wednesdays, and Fridays.
Pam is the director of a large child care center that is part of an
urban human service organization. Her center serves about 300
children in full-day programs for infants, toddlers, and
preschoolers, as well as an after-school program for children in
kindergarten through fourth grade. Many of the families served
by Pam's program are low income and eligible for publicly
subsidized child care. Pam oversees an administrative team that
includes an infant-toddler specialist, a curriculum coordinator,
and an after-school coordinator.
Yvonne is the director and owner of a suburban child care
center located near a commuter train station. Her program offers
full-day child care for about 100 children between the ages of
three and five. In addition to child care services, Yvonne's
program offers enrichment programs such as dance classes and
art lessons. Yvonne started the program as the only
administrator. As the center grew, she added an assistant
director and a bookkeeper to her staff.
Leadership Styles
Having courage and confidence and being articulate and
assertive are characteristics often associated with strong
leadership. But the repertoire of skills and abilities needed for
17. effective leadership in an educational environment may be
somewhat different from those needed in other contexts. For
example, leaders in early childhood programs must be flexible
and resourceful in order to manage and respond to the ongoing
changes in the educational environment.
It is easy to say good leaders must be flexible and resourceful,
but it is more difficult to identify the specific behaviors and
actions that demonstrate effective leadership. What does good
leadership look like? Recent research that follows successful
leaders in educational settings reveals some key leadership
behaviors: establishing clear goals and expectations, using
resources strategically, and ensuring an orderly and supportive
work environment. Furthermore, good leaders promote and
participate in the teaching and learning process (Fullan &
Boyle, 2010). This research suggests that a successful
leadership style in an educational setting is one that is
collaborative and participatory.
Responsibilities
The work of an early childhood administrator includes a very
diverse mix of responsibilities. Challenges vary from day to day
and from season to season. Most of an administrator's tasks can
be categorized into three groups: responsibilities related to
people, responsibilities related to resources, and responsibilities
related to information.
People
The broad purpose of any early childhood program is to serve
children and families, which means that working with people is
at the heart of the administrator's job. The three primary groups
of people administrators work with are families, staff, and
community members.
Administrators respond to parent inquiries, lead parent tours,
enroll children, and welcome families. They hire, train, and
18. supervise staff. Early childhood administrators also work with
community members such as neighbors, donors, business
leaders, public school principals, or park district board
members. Responsibilities related to this group might include
attending neighborhood meetings or writing thank you letters to
donors. Among these three groups—families, staff, and
community members—administrative responsibilities are quite
varied, yet all involve communication and building
relationships.
Resources
Managing, which means directing or overseeing, resources is
another important category of administrative tasks. Resources
include physical things, such as the facility, the materials and
equipment, and supplies, including food. Administrators carry
out a broad range of duties related to managing these resources,
such as supervising the janitorial staff, making safety
inspections, and ordering snacks or meals. In addition to these
tangible, concrete things, another important resource is the
staff, the human resources. Responsibilities related to managing
human resources include creating and managing staff schedules
and documenting payroll.
Information
Any administrative role in an early childhood program requires
a great deal of documentation or paperwork. In the 21st century,
the term paperwork now also includes managing a wide range of
digital information as well as hard files. Responsibilities related
to information management may include updating the program's
website, reviewing online child assessment portfolios, and
completing the forms required for the annual renewal of the
program's liability insurance policy.
Setting Administrative Priorities
Tackling the broad range of administrative tasks necessary to
run an early childhood program can be overwhelming, and the
19. ability to set priorities is key. Each day administrators must
make wise choices about which tasks are most important to
accomplish right away, such as responding to a parent concern,
while still budgeting time for long-term projects, such as
revising a staff handbook. Often the key to managing priorities
is finding a balance between different kinds of tasks.
For example, administrators who spend most of their time and
energy in classrooms, observing teachers and talking with staff
members, may neglect some of the important organizational
tasks, like overseeing tuition payments. At the same time,
administrators who spend most of their time and energy at their
desks, managing finances and paperwork, may risk losing touch
with what is happening inside the classrooms. All these tasks
are important and require regular, balanced attention for a
program to be successful.
A Day in the Life
What is it like to balance so many different roles and
responsibilities? Let's look at an example of a typical day in the
life of an early childhood administrator.
Suppose you are the director of a large child care center. Your
work day may begin before you even leave home, with a call
from a teacher who is ill and won't be able to come to work.
You quickly place a call to a retired teacher who has offered to
be on call as a substitute and arrange for her to cover the shift.
Once you arrive at the center, you unlock the door and welcome
the first shift of teachers and caregivers as they arrive to set up
their classrooms. As you turn on your computer, one of the
morning teachers informs you that the sink in the toddler
bathroom is not working. You briefly meet with the toddler
teachers and create a plan for the toddlers to share one of the
preschool bathrooms until you can get the sink fixed. You make
a quick call to the local plumber and arrange for a service call
20. later that morning. Meanwhile, families are starting to arrive
and drop off their children for the day. You greet the families
and answer a few questions about tuition balances and an
upcoming parent meeting.
The remainder of the morning is spent in an orientation session
with a new preschool teacher. You review the employee
handbook with the teacher and help her complete the necessary
paperwork for the employee files. You introduce the teacher to
the rest of the staff and spend some time with her in the
classroom, demonstrating important health and safety practices.
While you were working with the new teacher, the plumber
arrived and fixed the toddler sink.
After returning a few phone calls and email messages, you take
a few minutes to complete a grant proposal to a local
community foundation. As the teachers eat lunch with the
children in the classrooms, you eat a sandwich at your desk and
type up an agenda for the weekly preschool team meeting. Once
the preschoolers are settled for their afternoon nap, you meet
with the preschool teachers and address a variety of issues, from
a discussion of concerns about a very quiet child who is
reluctant to speak to adults, to a debate about what should be
the curriculum focus for the next planning period.
Following the preschool team meeting, you complete attendance
reports, observe the new teacher in the preschool class, and
greet families as they arrive to pick up their children. As you
put on your coat at the end of the day, you see the child who has
been having trouble speaking to adults. She is leaving the center
with her mom and waving to the new preschool teacher. The
child calls out, "Bye! Bye, Teacher!" You smile to yourself as
you turn out the lights and lock the front door.
1.4 Philosophy, Vision, and Mission
Suppose, similar to Lindsay in our opening scenario, you've just
been hired to develop and administer an early childhood
program in your community. Or suppose you've been hired to
21. build a new program from scratch. How would you begin?
Before you start making changes in an existing program, or
before you start ordering furniture and hiring teachers for a new
program, it will be helpful to take a step back and ask yourself
some important questions. What are your hopes for this
program? How will this program help children learn and grow?
How will it contribute to the community? These questions are
related to how you will understand and follow or develop and
define the program's philosophy, vision, and mission.
Program Philosophy
The vision and mission statements of an early childhood
program often reflect the organization's philosophy, that is, its
beliefs about how children best learn and develop. A program's
philosophy represents the core values and culture of an
organization and determines the roles staff members and parents
will play in the care and education of the children enrolled
there. The philosophy is used to guide classroom practices,
curriculum development, the hiring of teachers, and the
recruitment of families.
For example, a program that follows the Montessori philosophy
might emphasize the presentation and organization of classroom
materials, while a program based on the Waldorf philosophy
might emphasize children's participation in creative activities
such as music and dance. When parents read about the
program's philosophy in a brochure or on a website, they can
get a sense of whether or not that program will be a good fit for
their family.
The same is true when seeking a good fit in the hiring of
teachers: Potential candidates for teaching positions can read
about the program's philosophy and decide whether their
individual beliefs about teaching will match the program's.
Questions about philosophy during the interview process also
reveal whether a candidate's ideas about teaching and learning
are aligned with the program's philosophy.
22. Here is an example of how an early childhood program that's
based on the techniques of the Montessori method might
describe its philosophy:
Montessori Garden Preschool, White Plains, New York
At the Montessori Garden our goal is to nurture and expand the
minds of young children by providing a safe and peaceful
environment. We believe in the Montessori philosophy, which
supports the child's cognitive, social emotional and physical
development. We value cultural diversity and our teachers are
dedicated to supporting and encouraging the growth of each
individual child.
A basic idea of the Montessori philosophy is that carried unseen
within each child is the person that child can become. To
develop his or her physical, intellectual and spiritual powers to
the fullest, the child must have freedom achieved through order
and self-discipline.
Dr. Montessori developed what she called "the prepared
environment." Among its features is an ordered arrangement of
learning materials in a non-competitive atmosphere, which helps
each child develop at his/her own rate. Dr. Montessori also
recognized that self-motivation is the only valid impulse to
learning.
Used by permission of The Compass School.
Early Childhood Theory
The philosophy of an early childhood program is usually
aligned with a specific school of thought about how children
learn and grow, ideas based on research and child development
theory. Current information about what is considered "best
practice" in the field of early childhood education can be found
23. in the position statements and publications of professional
organizations, such as the National Association for the
Education of Young Children.
Generally, high-quality early childhood programs today take a
philosophical position that embraces constructivism. The main
idea behind a constructivist approach is that children build their
own knowledge through hands-on experiences. The
constructivist philosophy was developed and endorsed by
theorists such as Jean Piaget, who believed that young children
develop their own intellect through exploring their physical
environment (Piaget & Inhelder, 1969), and Lev Vygotsky, who
believed that children develop intellect through their social
interactions with other children and adults (Vygotsky, 1978).
Creating a Vision
While the program philosophy informs practice on a daily basis,
a vision is an image or idea of the best possible outcome for an
organization and the people it serves. The vision is what you
want your students and school to become. A vision can be
inspirational, a dream or hope for the future. An early childhood
administrator must have an understanding of where the
organization wants to go in order to move the organization
forward.
An organization's vision may be represented by a vision
statement, which is a sentence or paragraph that describes what
the organization hopes to accomplish. One leader, such as the
program director, may write the statement, or a team of
individuals involved in the organization may create it
collaboratively to increase support for the idea.
A vision statement should be written in a way that can be easily
understood by staff, families, and community members; and its
meaning should be broad enough to include all the functions of
the organization. An example of a very brief vision statement
24. might be "Early education for all." Or "A community of lifelong
learners." A longer example is, "The vision of Oak Street Child
Development Center is to create a diverse community of young
learners where every family feels welcome and valued."
A vision statement may include additional details or bullet
points that describe more specific components of the program
such as, "Staff will serve as role models for the children by
demonstrating a lifelong love of learning." The vision statement
can then be used internally to help direct and motivate the staff.
The vision statement can also be used to support the
administrator's work externally by helping the administrator
present the essential qualities of the program to the public,
including potential funding sources.
Defining a Mission
In addition to a vision, an organization also needs a clearly
articulated mission statement, which describes why the
organization exists, what it does, and who it serves. While a
vision statement inspires dreams, a mission statement inspires
action. A good mission statement is functional and concrete and
helps staff members prioritize and focus their efforts. It should
be concise, it should focus on the important outcomes the
organization works to achieve, and it should be broad enough to
include all the main goals of the organization.
A mission statement is an essential tool for an administrator
leading and supervising the work of an early childhood
program. It can be used to drive hiring practices, create or
revise policies, guide budget planning, and make decisions
about program growth and expansion. In a successful and
efficient organization, every activity is aligned with and reflects
the mission statement.
Here are three examples of strong mission statements from early
childhood programs:
25. Flagstaff Cooperative Preschools, Flagstaff, Arizona
Our mission is to develop the intellect, personality, body and
heart of each child by creating an environment and experiences
in tune with individual characteristics and family backgrounds.
We promote interactive experiences while at play, and support
the development of every child's self-esteem, self-reliance and
positive view of life through family and community
involvement.
Used by permission of Flagstaff Cooperative Preschools.
This mission statement explicitly names family and community
involvement as an important characteristic of its program, and
the use of phrases like "body and heart" of each child
emphasizes the program's holistic, developmental approach to
early childhood education.
The mention of "play" here suggests that learning through play
is a significant part of the program's philosophy.
The Compass School, Cincinnati, Ohio
The mission of The Compass School is to provide a safe and
nurturing environment that promotes your child's depth of
knowledge while inspiring a life-long love of learning.
Used by permission of The Compass School.
This mission statement is brief and direct. Unlike the previous
example, this statement does not use the word "family."
However, the phrase "your child" implies that the statement has
been written specifically for families. The phrase, "depth of
knowledge" emphasizes academic learning, while adjectives like
"safe and nurturing" soften the statement.
26. Rockford Public Schools Early Childhood Program, Rockford,
Illinois
The mission of the Rockford Public Schools Early Childhood
Program is to empower all young children to become effective,
enthusiastic, and socially competent learners by creating a bond
among children, their families, the school and the community.
Used by permission of Rockford Public Schools.
This mission statement is also brief and direct. The words
"empower" and "competent" emphasize the child's active role
and responsibility in learning. The final phrase in the statement
("among children, their families, the school and the
community") explicitly names all the important stakeholders in
the school's mission.
Table 1.1: Philosophy, Vision, and Mission as Administrative T
ools
Tool
What is it?
How do administrators use this tool?
Philosophy
Beliefs about how children best learn and
develop that represent the core values and
culture of an organization.
Administrators describe the program
philosophy during the enrollment
processto let families know what to expect; in the
hiring process to determine a good fit
between teachers and program; and to
shape curriculum development.
Vision statement
A sentence or paragraph that describes
what the organization hopes to accomplish.
An administrator uses the vision statement
to inspire staff members and volunteers to
27. strive for the best possible outcomes for
their organization and to build consensus
,collaboration, and commitment for the
work of the organization.
Mission statement
An organization's statement of purpose.
Administrators use the program mission
statement to determine program goals and
to assess how well the program's
outcomes match the purpose of the organization.
Writing the Mission Statement
Program administrators usually do not create mission statements
by themselves. A mission statement is often developed or
revised by a team of people, such as a board of directors, as part
of a strategic planning process. The process usually begins with
an information-gathering stage in which leaders conduct
discussions or focus groups with key stakeholders, such as staff
members, parents of enrolled children, and community
members, such as neighborhood associations, park district
boards, and local business owners. Participants may be asked
questions such as, "What do you see as the major purpose of our
organization?" "What do you think are the major strengths of
our organization?" or "In what ways do you think our
organization could improve?"
The team of leaders uses this information to discuss and draft a
mission statement. All parties involved then consider the draft
of the mission statement and make comments or suggestions for
the final version. This type of process, in which many opinions
and perspectives are considered, is called a consensus-building
process. Though time consuming, consensus building often
results in a stronger and more lasting outcome than a decision
that is made quickly by just one or two people.