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Research and practice in the field of early childhood increasingly supports the full inclusion of young children within early childhood environments. Until 2009, the field lacked a national definition for inclusion, which resulted in vast disparity among programs and practices. This disparity was further exacerbated by the historical segregation between the fields of early childhood general and special education. The joint position statement on inclusion developed by the Division of Early Childhood of the Council of Exceptional Children (DEC) and the National Association for the Education of Young Children (NAEYC) was released in 2009 and changed both the lack of a national definition as well as some aspects of this historical segregation. Consider the following definition included in the statement: Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports. Reflect on the required resources provided for this Discussion, as well as the media segments featuring conversations with Drs. Amy Santos and Johnna Darragh. Considerer: Ways in which you believe the DEC/NAEYC joint position statement on inclusion contributes to the field A brief summary of the research synthesis points for inclusion and how a focus on access, participation, and supports can be extended to support the belonging and participation of every child, including those who are culturally, linguistically, and ability diverse What you perceive to be the benefits of and obstacles to ensuring that every child is included within early childhood programs With all of these thoughts in mind: By Day 3 Post: A brief summary of the ways in which the letters to the editor you reviewed brought up similar and differing arguments, and why you felt certain reasoning was most effective as an advocacy effort An explanation, based on the media segments and citing examples, of the benefits of child-centered, play-based, and discovery learning for each age/development level—infants/toddlers, preschoolers, and primary-age children .
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Position Statement
In a joint position statement, the Division of Early Childhood and The National Association for the Education of Young Children released this position statement on inclusion and inclusive practice for young children:
Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports (Division for Early Childhood of the Council for Exceptional Children & National Association for the Education of Young Children, 2009).
As you read the opening paragraph of this statement in
Early Childhood Inclusion: A Summary
, reflect on what creating a sense of belonging and membership, positive relationships and reaching full potential means to how you work with all young children and families. As you have thought about creating environments, seeing children’s strengths and abilities and communicating with families during this class, what are some things you plan to implement in your own professional experiences? What questions or concerns do you still have about working with exceptional learners?
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your journal entries.
.
CHAPTER 12Working with Families and CommunitiesNAEYC Administr.docx
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CHAPTER 12Working with Families and CommunitiesNAEYC Administr.docx
CHAPTER 12
Working with Families and Communities
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
6. Family Support
· Knowledge and application of family systems and different parenting styles
· The ability to implement program practices that support families of diverse cultural, ethnic, linguistic, and socio-economic backgrounds
· The ability to support families as valued partners in the educational process
3. Staff Management and Human Relations
· The ability to relate to staff and board members of diverse racial, cultural, and ethnic backgrounds
7. Marketing and Public Relations
· The ability to promote linkages with local schools
9. Oral and Written Communication
· Knowledge of oral communication techniques, including establishing rapport, preparing the environment, active listening, and voicecontrol
· The ability to communicate ideas effectively in a formal presentation
Early Childhood Knowledge and Skills
6. Family and Community Relationships
· Knowledge of the diversity of family systems, traditional, non-traditional and alternative family structures, family life styles, and thedynamics of family life on the development of young children
· Knowledge of socio-cultural factors influencing contemporary families including the impact of language, religion, poverty, race,technology, and the media
· Knowledge of different community resources, assistance, and support available to children and families
· Knowledge of different strategies to promote reciprocal partnerships between home and center
· Ability to communicate effectively with parents through written and oral communication
· Ability to demonstrate awareness and appreciation of different cultural and familial practices and customs
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10. Professionalism
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
Learning Outcomes
After studying this chapter, you will be able to:
1. Explain three approaches that programs of early care and education might take to working with families.
2. Identify some of the benefits enjoyed by children, families, and programs when families are engaged with the programs serving theiryoung children.
3. Describe some effective strategies for building trusting relationships with all families.
4. Identify the stakeholder groups and the kinds of expertise that should be represented on programs’ advisory committees and boardsof directors.
Grace’s Experience
The program that Grace directs has been an important part of the neighborhood for more than 20 years. She knows she is benefiting from thegoodwill it has earned over the years. It is respected because of its tradition of high-quality outreach projects, such as the sing-along the childrenpresent at the senior center in the spring. The program’s tradition of community involvement has meant that local businesses have always beenwilling to help out when asked fo.
Copyright © 2009 by the National Association for the Education.docx
Copyright © 2009 by the National Association for the Education of Young Children
The purpose of this position statement is to pro-
mote excellence in early childhood education by
providing a framework for best practice. Grounded
both in the research on child development and
learning and in the knowledge base regarding
educational effectiveness, the framework outlines
practice that promotes young children’s optimal
learning and development. Since its first adoption
in 1986, this framework has been known as devel-
opmentally appropriate practice.1
The profession’s responsibility to promote
quality in the care and education of young children
compels us to revisit regularly the validity and cur-
rency of our core knowledge and positions, such
as this one on issues of practice. Does the position
need modification in light of a changed context? Is
there new knowledge to inform the statement? Are
there aspects of the existing statement that have
given rise to misunderstandings and misconcep-
tions that need correcting?
Over the several years spent in developing
this revision, NAEYC invited the comment of early
childhood educators with experience and exper-
tise from infancy to the primary grades, including
Developmentally Appropriate Practice
in Early Childhood Programs Serving
Children from Birth through Age 8
Note : Throughout this statement, the terms teacher, practitioner,
and educator are variously used to refer to those working in the
early childhood field. The word teacher is always intended to
refer to any adult responsible for the direct care and education
of a group of children in any early childhood setting. Included are
not only classroom teachers but also infant/toddler caregivers,
family child care providers, and specialists in other disciplines
who fulfill the role of teacher. In more instances, the term prac-
titioners is intended to also include a program’s administrators.
Educators is intended to also include college and university
faculty and other teacher trainers.
Adopted 2009
Position stAtement
a late 2006 convening of respected leaders in the
field. The result of this broad gathering of views is
this updated position statement, which addresses
the current context and the relevant knowledge
base for developmentally appropriate practice and
seeks to convey the nature of such practice clearly
and usefully.
This statement is intended to complement
NAEYC’s other position statements on practice,
which include Early Learning Standards and Early
Childhood Curriculum, Assessment, and Program
Evaluation, as well as the Code of Ethical Conduct
and NAEYC Early Childhood Program Standards and
Accreditation Criteria.2
A position statement of the National Association for the Education of Young Children
2
Copyright © 2009 by the National Association for the Education of Young Children
Since the 1996 version of this position statement,
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Copyright © 2009 by the National Association for the Education.docx
Copyright © 2009 by the National Association for the Education of Young Children
The purpose of this position statement is to pro-
mote excellence in early childhood education by
providing a framework for best practice. Grounded
both in the research on child development and
learning and in the knowledge base regarding
educational effectiveness, the framework outlines
practice that promotes young children’s optimal
learning and development. Since its first adoption
in 1986, this framework has been known as devel-
opmentally appropriate practice.1
The profession’s responsibility to promote
quality in the care and education of young children
compels us to revisit regularly the validity and cur-
rency of our core knowledge and positions, such
as this one on issues of practice. Does the position
need modification in light of a changed context? Is
there new knowledge to inform the statement? Are
there aspects of the existing statement that have
given rise to misunderstandings and misconcep-
tions that need correcting?
Over the several years spent in developing
this revision, NAEYC invited the comment of early
childhood educators with experience and exper-
tise from infancy to the primary grades, including
Developmentally Appropriate Practice
in Early Childhood Programs Serving
Children from Birth through Age 8
Note : Throughout this statement, the terms teacher, practitioner,
and educator are variously used to refer to those working in the
early childhood field. The word teacher is always intended to
refer to any adult responsible for the direct care and education
of a group of children in any early childhood setting. Included are
not only classroom teachers but also infant/toddler caregivers,
family child care providers, and specialists in other disciplines
who fulfill the role of teacher. In more instances, the term prac-
titioners is intended to also include a program’s administrators.
Educators is intended to also include college and university
faculty and other teacher trainers.
Adopted 2009
Position stAtement
a late 2006 convening of respected leaders in the
field. The result of this broad gathering of views is
this updated position statement, which addresses
the current context and the relevant knowledge
base for developmentally appropriate practice and
seeks to convey the nature of such practice clearly
and usefully.
This statement is intended to complement
NAEYC’s other position statements on practice,
which include Early Learning Standards and Early
Childhood Curriculum, Assessment, and Program
Evaluation, as well as the Code of Ethical Conduct
and NAEYC Early Childhood Program Standards and
Accreditation Criteria.2
A position statement of the National Association for the Education of Young Children
2
Copyright © 2009 by the National Association for the Education of Young Children
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Position Statement
In a joint position statement, the Division of Early Childhood and The National Association for the Education of Young Children released this position statement on inclusion and inclusive practice for young children:
Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports (Division for Early Childhood of the Council for Exceptional Children & National Association for the Education of Young Children, 2009).
As you read the opening paragraph of this statement in
Early Childhood Inclusion: A Summary
, reflect on what creating a sense of belonging and membership, positive relationships and reaching full potential means to how you work with all young children and families. As you have thought about creating environments, seeing children’s strengths and abilities and communicating with families during this class, what are some things you plan to implement in your own professional experiences? What questions or concerns do you still have about working with exceptional learners?
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your journal entries.
.
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This document discusses three approaches that early childhood programs can take to working with families: a parent involvement approach, a school-family partnership approach, and a family engagement approach. The family engagement approach aims to create collaborative, two-way relationships between programs and families built on mutual respect and understanding. It views both families and programs as experts and supports ongoing communication to jointly support children's learning and development.
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NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
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· Knowledge and application of family systems and different parenting styles
· The ability to implement program practices that support families of diverse cultural, ethnic, linguistic, and socio-economic backgrounds
· The ability to support families as valued partners in the educational process
3. Staff Management and Human Relations
· The ability to relate to staff and board members of diverse racial, cultural, and ethnic backgrounds
7. Marketing and Public Relations
· The ability to promote linkages with local schools
9. Oral and Written Communication
· Knowledge of oral communication techniques, including establishing rapport, preparing the environment, active listening, and voicecontrol
· The ability to communicate ideas effectively in a formal presentation
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6. Family and Community Relationships
· Knowledge of the diversity of family systems, traditional, non-traditional and alternative family structures, family life styles, and thedynamics of family life on the development of young children
· Knowledge of socio-cultural factors influencing contemporary families including the impact of language, religion, poverty, race,technology, and the media
· Knowledge of different community resources, assistance, and support available to children and families
· Knowledge of different strategies to promote reciprocal partnerships between home and center
· Ability to communicate effectively with parents through written and oral communication
· Ability to demonstrate awareness and appreciation of different cultural and familial practices and customs
· Knowledge of child rearing patterns in other countries
10. Professionalism
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
Learning Outcomes
After studying this chapter, you will be able to:
1. Explain three approaches that programs of early care and education might take to working with families.
2. Identify some of the benefits enjoyed by children, families, and programs when families are engaged with the programs serving theiryoung children.
3. Describe some effective strategies for building trusting relationships with all families.
4. Identify the stakeholder groups and the kinds of expertise that should be represented on programs’ advisory committees and boardsof directors.
Grace’s Experience
The program that Grace directs has been an important part of the neighborhood for more than 20 years. She knows she is benefiting from thegoodwill it has earned over the years. It is respected because of its tradition of high-quality outreach projects, such as the sing-along the childrenpresent at the senior center in the spring. The program’s tradition of community involvement has meant that local businesses have always beenwilling to help out when asked fo.
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Copyright © 2009 by the National Association for the Education of Young Children
The purpose of this position statement is to pro-
mote excellence in early childhood education by
providing a framework for best practice. Grounded
both in the research on child development and
learning and in the knowledge base regarding
educational effectiveness, the framework outlines
practice that promotes young children’s optimal
learning and development. Since its first adoption
in 1986, this framework has been known as devel-
opmentally appropriate practice.1
The profession’s responsibility to promote
quality in the care and education of young children
compels us to revisit regularly the validity and cur-
rency of our core knowledge and positions, such
as this one on issues of practice. Does the position
need modification in light of a changed context? Is
there new knowledge to inform the statement? Are
there aspects of the existing statement that have
given rise to misunderstandings and misconcep-
tions that need correcting?
Over the several years spent in developing
this revision, NAEYC invited the comment of early
childhood educators with experience and exper-
tise from infancy to the primary grades, including
Developmentally Appropriate Practice
in Early Childhood Programs Serving
Children from Birth through Age 8
Note : Throughout this statement, the terms teacher, practitioner,
and educator are variously used to refer to those working in the
early childhood field. The word teacher is always intended to
refer to any adult responsible for the direct care and education
of a group of children in any early childhood setting. Included are
not only classroom teachers but also infant/toddler caregivers,
family child care providers, and specialists in other disciplines
who fulfill the role of teacher. In more instances, the term prac-
titioners is intended to also include a program’s administrators.
Educators is intended to also include college and university
faculty and other teacher trainers.
Adopted 2009
Position stAtement
a late 2006 convening of respected leaders in the
field. The result of this broad gathering of views is
this updated position statement, which addresses
the current context and the relevant knowledge
base for developmentally appropriate practice and
seeks to convey the nature of such practice clearly
and usefully.
This statement is intended to complement
NAEYC’s other position statements on practice,
which include Early Learning Standards and Early
Childhood Curriculum, Assessment, and Program
Evaluation, as well as the Code of Ethical Conduct
and NAEYC Early Childhood Program Standards and
Accreditation Criteria.2
A position statement of the National Association for the Education of Young Children
2
Copyright © 2009 by the National Association for the Education of Young Children
Since the 1996 version of this position statement,
the landscape of early childhood education in the.
Copyright © 2009 by the National Association for the Education.docx
Copyright © 2009 by the National Association for the Education of Young Children
The purpose of this position statement is to pro-
mote excellence in early childhood education by
providing a framework for best practice. Grounded
both in the research on child development and
learning and in the knowledge base regarding
educational effectiveness, the framework outlines
practice that promotes young children’s optimal
learning and development. Since its first adoption
in 1986, this framework has been known as devel-
opmentally appropriate practice.1
The profession’s responsibility to promote
quality in the care and education of young children
compels us to revisit regularly the validity and cur-
rency of our core knowledge and positions, such
as this one on issues of practice. Does the position
need modification in light of a changed context? Is
there new knowledge to inform the statement? Are
there aspects of the existing statement that have
given rise to misunderstandings and misconcep-
tions that need correcting?
Over the several years spent in developing
this revision, NAEYC invited the comment of early
childhood educators with experience and exper-
tise from infancy to the primary grades, including
Developmentally Appropriate Practice
in Early Childhood Programs Serving
Children from Birth through Age 8
Note : Throughout this statement, the terms teacher, practitioner,
and educator are variously used to refer to those working in the
early childhood field. The word teacher is always intended to
refer to any adult responsible for the direct care and education
of a group of children in any early childhood setting. Included are
not only classroom teachers but also infant/toddler caregivers,
family child care providers, and specialists in other disciplines
who fulfill the role of teacher. In more instances, the term prac-
titioners is intended to also include a program’s administrators.
Educators is intended to also include college and university
faculty and other teacher trainers.
Adopted 2009
Position stAtement
a late 2006 convening of respected leaders in the
field. The result of this broad gathering of views is
this updated position statement, which addresses
the current context and the relevant knowledge
base for developmentally appropriate practice and
seeks to convey the nature of such practice clearly
and usefully.
This statement is intended to complement
NAEYC’s other position statements on practice,
which include Early Learning Standards and Early
Childhood Curriculum, Assessment, and Program
Evaluation, as well as the Code of Ethical Conduct
and NAEYC Early Childhood Program Standards and
Accreditation Criteria.2
A position statement of the National Association for the Education of Young Children
2
Copyright © 2009 by the National Association for the Education of Young Children
Since the 1996 version of this position statement,
the landscape of early childhood education in the.
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The development of a family-centered early care and education approach can be traced to the federal early childhood program Head Start. Formed in 1965 as part of President Lyndon B. Johnson's War on Poverty, Head Start was developed as a comprehensive program for low-income families with preschool-age children, with a focus on parent involvement and community collaboration (U.S. Department of Health and Human Services [HHS], 2012). The architects of Head Start recognized the need to work in an equal partnership with families of low-income children (Greenberg, 1969). To this end, the program was designed with very specific roles and responsibilities for parents. Program Performance Standards outline overall standards to be met in each component area. These are critical quality indicators used to ensure the program meets the unique needs of the communities and families the program serves. Component areas that must meet these performance standards include specific requirements for parent activities, such as opportunities for parents to follow a career path to become teachers in the local program. Additionally, all local Head Start programs have a governing body, known as a policy council, which must include parents. This body has direct responsibilities in a variety of areas, including approval of hiring and firing of all staff, budget and program component approval, and overall program evaluation (HHS, 2012).
The design of local Head Start programs led more and more early childhood programs to consider a shared approach to power and control. Other early childhood models (such as Waldorf, Montessori, Reggio Emilia, and local community-based programs) practice different degrees of the family-centered approach, depending on their unique philosophy, history, and ownership. With a family-centered approach ...
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CHAPTER 1
Overview of Early Care and Education and Program Administration
NAEYC Administrator Competencies addressed in this chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
The ability to be a reflective practitioner and apply a repertoire of techniques to improve the level of personal fulfillment and professional job satisfaction
3. Staff management and human relations
Knowledge of different supervisory and group facilitation styles
8. Leadership and Advocacy
Knowledge of organizational theory and leadership styles as they relate to early childhood work environments
Knowledge of the legislative process, social issues, and public policy affecting young children and their families
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
Knowledge of the historical roots and philosophical foundations of early childhood care and education
Knowledge of different types of early childhood programs, roles, funding, and regulatory structures
Knowledge of current trends and important influences impacting program quality
2. Child growth and development
Knowledge of current research in neuroscience and its application to the field of early childhood education
5. Children with special needs
Knowledge of licensing standards as well as state and federal laws (e.g., ADA, IDEA) as they relate to services and accommodations for children with special needs
The ability to work collaboratively as part of family-professional team in planning and implementing appropriate services for children with special needs
10. Professionalism
Ability to reflect on one’s professional growth and development and make goals for personal improvement
Learning Outcomes
After studying this chapter, you will be able to:
Identify the unique characteristics of young children’s growth and development that make it particularly important that programs of early care and education are of high quality.
Describe the historical trends that have shaped early childhood policy and programming.
Identify the most common types of early childhood programs and the services that meet the needs of particular populations.
Describe the differences between structural and process quality in early care and education programs.
Identify the personal attributes and areas of competence of effective leaders.
Child care is a now a way of life for many of America’s young children, but this has not always been the case. In 1960, only about 10% of the 3- and 4-year-olds in the United States participated in a preschool (pre-K) program outside of their home. By 1970, twice as many 3- and 4-year-olds had enrolled in preschool, and by 1990 participation in preschool had doubled again to about 40% of all 3- and 4-year-olds. We know more mothers were working full time in 1990 than had been in 1960, but that is not the only explanation for the increased demand for early childhood education. Other factors, including the trend toward small.
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CHAPTER 1
Overview of Early Care and Education and Program Administration
NAEYC Administrator Competencies addressed in this chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
The ability to be a reflective practitioner and apply a repertoire of techniques to improve the level of personal fulfillment and professional job satisfaction
3. Staff management and human relations
Knowledge of different supervisory and group facilitation styles
8. Leadership and Advocacy
Knowledge of organizational theory and leadership styles as they relate to early childhood work environments
Knowledge of the legislative process, social issues, and public policy affecting young children and their families
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
Knowledge of the historical roots and philosophical foundations of early childhood care and education
Knowledge of different types of early childhood programs, roles, funding, and regulatory structures
Knowledge of current trends and important influences impacting program quality
2. Child growth and development
Knowledge of current research in neuroscience and its application to the field of early childhood education
5. Children with special needs
Knowledge of licensing standards as well as state and federal laws (e.g., ADA, IDEA) as they relate to services and accommodations for children with special needs
The ability to work collaboratively as part of family-professional team in planning and implementing appropriate services for children with special needs
10. Professionalism
Ability to reflect on one’s professional growth and development and make goals for personal improvement
Learning Outcomes
After studying this chapter, you will be able to:
Identify the unique characteristics of young children’s growth and development that make it particularly important that programs of early care and education are of high quality.
Describe the historical trends that have shaped early childhood policy and programming.
Identify the most common types of early childhood programs and the services that meet the needs of particular populations.
Describe the differences between structural and process quality in early care and education programs.
Identify the personal attributes and areas of competence of effective leaders.
Child care is a now a way of life for many of America’s young children, but this has not always been the case. In 1960, only about 10% of the 3- and 4-year-olds in the United States participated in a preschool (pre-K) program outside of their home. By 1970, twice as many 3- and 4-year-olds had enrolled in preschool, and by 1990 participation in preschool had doubled again to about 40% of all 3- and 4-year-olds. We know more mothers were working full time in 1990 than had been in 1960, but that is not the only explanation for the increased demand for early childhood education. Other factors, including the trend toward small ...
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Running head: PROGRAM DESIGN 1
PROGRAM DESIGN 2
Program Design to Promote Social Goals in American K12 Schools
January 15th,2018
Program Design to Promote Social Goals in American K12 Schools
Explanation of Each Initiative
The three main initiatives of promoting social goals in school will include: promoting moral and character education, improving children’s health and nutrition, and creating school communities through extracurricular activities, after school programs, and school spirits (Rissanen et al. 2018). Comment by Evelyn Young: The 3 initiatives are clearly stated. Although did Rissanen et al. propose these 3 initiatives to promote social goals in schools? If these are your arguments, take credit for them. No need to give credit to Rissanen et al. for formulating the thesis for your paper.
I think that your paper could have used an introduction followed by the thesis statement.
Explanation of Each Initiative
Moral education is meant to promote good conduct among school-going children, not just within their immediate social relationships, but also in their dealings with their fellow citizens. This initiative is premised on the need for students to possess clear ideals and judgments on what action are right and what are wrong, including the determination of students’ conduct through a constant reference to those ideals. Moral education will be offered as a social goal to enlighten students on a system of rules and norms that regulate the social interactions of people on concepts of welfare, such as harm, trust, justice, and rights. For some students, issues related to values, personal feelings, and societal norms are constructs for discussions and are as such viewed as being influenced by the manner in which morality taught or experienced in schools, churches, and social institution settings. Moral education will be meant to reduce criminal and deviant behaviors among students. Moral character is required in schools because many parents do not teach their children morality issues.
The health and nutrition initiative is meant to improve the physical and mental well being of students. This initiative has the potential to improve the quality of students’ urban life, strengthen the ability of poor children to excel in their studies, and to compensate them for the substandard home and school environments spawned by competitive, inequitable social order. Health and nutritional initiatives will be strengthened through planning and introducing curriculum on nutrition with educational activities. These will include physical activities, which are combined with the farm to school programs that motivate students to consume healthy diets. Indeed, the hybrid school-based nutritional programs have major influence on attitudes, beliefs, and behaviors associated with fruits and vegetable consumption diffused throughout a bigger urban community (Dudley Cotton & Peralta, 2015). This hybrid intervention includes combining district stra.
Running head PROGRAM DESIGN 1PROGRAM DESIGN 2.docx
Running head: PROGRAM DESIGN 1
PROGRAM DESIGN 2
Program Design to Promote Social Goals in American K12 Schools
January 15th,2018
Program Design to Promote Social Goals in American K12 Schools
Explanation of Each Initiative
The three main initiatives of promoting social goals in school will include: promoting moral and character education, improving children’s health and nutrition, and creating school communities through extracurricular activities, after school programs, and school spirits (Rissanen et al. 2018). Comment by Evelyn Young: The 3 initiatives are clearly stated. Although did Rissanen et al. propose these 3 initiatives to promote social goals in schools? If these are your arguments, take credit for them. No need to give credit to Rissanen et al. for formulating the thesis for your paper.
I think that your paper could have used an introduction followed by the thesis statement.
Explanation of Each Initiative
Moral education is meant to promote good conduct among school-going children, not just within their immediate social relationships, but also in their dealings with their fellow citizens. This initiative is premised on the need for students to possess clear ideals and judgments on what action are right and what are wrong, including the determination of students’ conduct through a constant reference to those ideals. Moral education will be offered as a social goal to enlighten students on a system of rules and norms that regulate the social interactions of people on concepts of welfare, such as harm, trust, justice, and rights. For some students, issues related to values, personal feelings, and societal norms are constructs for discussions and are as such viewed as being influenced by the manner in which morality taught or experienced in schools, churches, and social institution settings. Moral education will be meant to reduce criminal and deviant behaviors among students. Moral character is required in schools because many parents do not teach their children morality issues.
The health and nutrition initiative is meant to improve the physical and mental well being of students. This initiative has the potential to improve the quality of students’ urban life, strengthen the ability of poor children to excel in their studies, and to compensate them for the substandard home and school environments spawned by competitive, inequitable social order. Health and nutritional initiatives will be strengthened through planning and introducing curriculum on nutrition with educational activities. These will include physical activities, which are combined with the farm to school programs that motivate students to consume healthy diets. Indeed, the hybrid school-based nutritional programs have major influence on attitudes, beliefs, and behaviors associated with fruits and vegetable consumption diffused throughout a bigger urban community (Dudley Cotton & Peralta, 2015). This hybrid intervention includes combining district stra.
1111 3029 education policy guide
The document provides an overview of the Chronic Poverty and Education Policy Guide. It discusses the guide's aims to steer policymakers and practitioners through evidence on the relationship between education and chronic poverty. The guide is organized into four sections that cover: the intersections between chronic poverty and education; how to make schools more pro-poor; successful transitions for youth; and transformations brought about by education policies. It also includes a table mapping strategic education interventions to aspects of chronic poverty and contexts where they are especially needed. The document outlines the background, scope, and structure of the policy guide.
Early Childhood Education And Care
Early childhood education and care refers to educational programs and strategies for children from birth to age eight. These include both pre-school learning and the early years of primary school. Common early childhood settings include long day cares, occasional care, family day care, preschools and kindergartens. These environments aim to promote learning through real-life scenarios and play, which research shows supports cognitive development. Several influential theorists have introduced theories that impact modern education approaches, such as Montessori's emphasis on hands-on learning and Skinner's operant conditioning methods.
Autism Spectrum Disorders Intervention Options For Parents And Educators
The document provides an overview of intervention options for children with autism spectrum disorders, including educational interventions like special education services, behavioral interventions such as applied behavior analysis, and potential use of medication. It emphasizes the importance of collaboration between parents and educators and individualizing interventions for each child's specific needs and strengths. The goal is to help children with ASD achieve the best possible outcomes through specialized support across home and school environments.
Part One Part One Background Intro.docx
�
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 One Part One Background Intro.docx
�
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 ...
Petals And Pearls Program Toolkit
This document provides a toolkit for organizing a Petals & Pearls program to address the issue of adolescent pregnancy. The program is designed to involve mothers and daughters through activities focused on youth development, family involvement, and cultural relevance. The toolkit outlines the problem of adolescent pregnancy in the US and Tennessee, best practices for prevention programs, and steps for conducting a Petals & Pearls event, including forming a planning committee to oversee implementation.
6.1 Theoretical Models and ResearchThe traditional parent involv.docx
6.1 Theoretical Models and Research
The traditional parent involvement model for early care and education programs was a professionally driven parent-education model, with educators using parents to improve the child's home environment and to implement what educators believed to be good educational and parenting practices. This model was based on the belief that educational and human service professionals knew what was best for the child and family, based on their education and expertise. The parent component of an early care and education program was designed to teach parents good education-related practices and to improve the home environment as a place to develop good behaviors and optimal learning. This practice of parent involvement was also the accepted approach used by professionals working with families of children with developmental delays (Gargiulo & Kilgo, 2005).
To inform our understanding of effective partnerships between programs and families, it is important to examine approaches that have been shown to work. To do so, current research findings on effective family-program partnerships must be explored. Unfortunately, however, research in effective ways to enhance family-program partnerships is quite limited, particularly in early childhood programs.
There are many reasons why there is so little research in this area. Because there is a variety of ways to involve parents in the care and education of their children in a program, there is no agreed-upon definition or measurement of effective parent involvement. For example, are we looking at parents volunteering in the program, supporting their children at home, or effective communication between the home and program (Hill & Taylor, 2004)? Further, we do not know how one kind of involvement may positively influence another and thus have a multiplying, additive effect on children's development and learning. For example, how might parent involvement in the early childhood center increase the quality of parenting skills practiced in the home?
There is also a lack of agreement regarding who should be the subject of the research. Who should be questioned and given surveys when studying parent involvement: parents, teachers, or administrators? This dilemma is compounded by several factors, including research that indicates teachers tend to evaluate the involvement of African-American and low-income parents more negatively than that of European and higher-income parents (Epstein & Dauber, 1991). Finally, the research available has been conducted largely in elementary schools and not early childhood programs. As presented later in this chapter, this is also a dilemma when examining the various family-program partnership models. From a research perspective, the more different an early care or education program is from a traditional public elementary school, the less valid are these elementary school-based results for family-program collaboration in early care and education settings (Hil.
Developmental Psychology And National Occupational Standards
A school can communicate its ethos, mission, and values through its prospectus, website, open days,
and daily interactions. The prospectus and website clearly outline the school's vision and principles
in an accessible way. Open days allow the school to demonstrate its culture in practice. On a daily
basis, living out the values through curriculum, extracurricular activities, and relationships builds
understanding within the school community.
PRECEDE MANIFESTO Partnership for Reconciliation through Early Childhood Educ...
PRECEDE MANIFESTO Partnership for Reconciliation through Early Childhood Educ...Детска Амбасада Меѓаши
PRECEDE MANIFESTO Partnership for Reconciliation through Early Childhood Education and Development in Europe (PRECEDE)
Partnership for Reconciliation through Early Childhood Education and Development in Europe (PRECEDE) is a regional network of civil society organizations from seven European countries: “Early Years - the organisation for young children” from Northern Ireland, UK”; “Partnerë për Fëmijët”(Partners for Children) from Albania; “Balkan Sunflowers” from Kosovo; “The Center for Civil Initiatives”(CCI) from Croatia; “First Children’s Embassy in the World - Megjashi” from Macedonia; “Djeca prije svega” from Montenegro, and “Pomoć deci” from Serbia.
The main objective of the PRECEDE network is to strengthen the capacity of civil society organizations in the Balkan region and Europe, and to support the process of acceptance, peace-building, reconciliation, respect for diversity and unity through education in the early years.
We, as PRECEDE partners want to ensure that children receive a priority focus in the process of all public policy-making developments, at regional and national level.
Introduction childrtheir experiences in the infanttod.docx
This document provides an overview of the California Infant/Toddler Learning and Development Foundations. The foundations describe typical development in infants and toddlers from birth to 3 years old across 4 domains: social-emotional, language, cognitive, and perceptual/motor. The document outlines the competencies within each domain at around 8 months, 18 months, and 36 months. It emphasizes that infant/toddler learning is integrated across domains and influenced by nurturing relationships and environments that accommodate all children.
Determinants of Aspirations
This document summarizes a research report on determinants of aspirations. Some key findings:
- Girls, higher SES groups, and most minority ethnic groups tend to have higher aspirations than counterparts. Aspirations decline with age and barriers.
- Aspirations are shaped by beliefs, opportunities, and environment from a young age. Financial constraints and early choices like parenthood limit opportunities.
- High aspirations generally lead to better outcomes, but not always, showing an aspiration-attainment gap for some groups.
- Supporting aspirations requires a holistic approach that considers intersections of identity and provides developmental support to overcome barriers.
Hearing Me Proposal Narrative
The document proposes funding for a program coordinator position for the "Hearing Me" program, which provides educational and psychosocial services to deaf and hard-of-hearing children and their families. The program coordinator would develop new programming to further enhance the lives of these children and families by providing parents with professional support, training, and leadership in sign language, literacy initiatives, and mentoring. Goals for the program include expanding existing services, providing sign language and literacy training to 15 families, creating mentoring relationships between 10 families, and educating parents on assistive technologies. Funding is needed as the increasing number of families in need has exceeded what volunteers can provide without a dedicated coordinator.
National inclusion project powerpoint
The National Inclusion Project aims to promote inclusion for people with disabilities. It was founded by Clay Aiken and Diane Bubel after witnessing how children with disabilities were often excluded from activities open to others. The organization partners with communities and programs to increase awareness of the benefits of inclusion. It has established several successful inclusion models and programs that have provided opportunities for over 20,000 children with and without disabilities. One such program is "Together We Make a Difference," an inclusive service learning curriculum that enhances skills for all participants.
National inclusion project powerpoint
The National Inclusion Project aims to promote inclusion for people with disabilities. It was founded by Clay Aiken and Diane Bubel after witnessing how children with disabilities were often excluded from activities open to others. The organization partners with communities and programs to increase awareness of the benefits of inclusion. It has established several successful inclusion models and programs that have provided opportunities for over 20,000 children with and without disabilities. One such program is "Together We Make a Difference," an inclusive service learning curriculum that enhances students' skills while meeting community needs.
Research and intuition tells us that with good choices in our live.docx
Research and intuition tells us that with good choices in our lives, we can expect our cognitive health to remain good into late adulthood—and even then, changes do not have to be unmanageable. The kinds of relationships and the ways we interact in relationships may change from phase to phase of adulthood, but our need for strong relationships will remain important to well-being and to making good choices in life. After all, we derive happiness, in part, from offering support to others and from receiving their support for our plans and our actions.
Now that you have read and researched development over a lifespan, how has this helped you plan for positive growth over the next ten years?
Writing Requirements
· 1-2 page reflection
· Reference to concepts learned throughout the course
· APA format for in-text citations and list of references
For this assignments, you will select significant productions of plays (from a national theatre, or featuring important personnel) that feature a monster. As part of your research, you will write a short summary of your findings of each of the productions. This summary must address the following questions: WHAT was the play about (a brief synopsis)? WHEN and WHERE did it take place? WHO was involved? Anyone of renown? Did it affect their careers? WHAT did the production look/sound like? What were the artists trying to ACCOMPLISH? How was it REVIEWED? Was it popular? Controversial? Unnoticed? Did it win any awards? You must include references (cited) to at least two reviews (or, better yet, include copies of the reviews in your research).
IMPORTANT: Give a SOCIAL CONTEXT for the show. What was going on in the world that made it relevant? Why did THIS monster resonate, or fail to resonate, with its audience?
SOURCES include: Reviews, historical and/or scholarly articles, performance reconstructions, theater biographies, and specialized periodicals, Productions stills or other relevant images. You will need 3 good sources! Here’s a sample of what a production history looks like:
SAMPLE PRODUCTION HISTORY (not of a monster play)
WHAT = A RAISIN IN THE SUN
WHEN = 1959 – MARCH – 10
WHERE = U.S.A. – NEW YORK – ETHEL BARRYMORE THEATRE (BROADWAY)
WHO = LORRAINE HANSBERRY (AUTHOR)
LLOYD RICHARDS (DIRECTOR)
RALPH ALSWANG (SETS AND LIGHTING)
VIRGINIA VOLLAND (COSTUMES)
SIDNEY POITIER (ACTOR – “WALTER”)
RUBY DEE (ACTOR – “RUTH”)
LOUIS GOSSETT (ACTOR – “GEORGE”)
CRITICAL RECEPTION:
Considered the first naturalistic play featuring African-American themes and characters, Hansberry’s semiautobiographical Raisin is still acknowledged as a stunningly ground-breaking play in American theatre history. The story is that of the Lee family, upwardly-mobile African-Americans who encounter tough challenges trying to move into an all-white neighborhood of Chicago. In light of a growing discontent and radicalism in the marginalized and disenfranchised black community of the era, who were being .
research and explain the terms below. around 5-6 sentences EAC.docx
Crime displacement occurs when crime control efforts such as increased policing push criminal activity to other locations, times or targets. There are different types of displacement including territorial, temporal, tactical, target, and functional. Deterrence aims to prevent crime through fear of punishment and requires certainty, celerity and severity of punishment. Hot spots policing targets areas with high crime, while weed and seed programs focus on cleaning up and preventing crime in problematic neighborhoods.
More Related Content
Similar to Research and practice in the field of early childhood increasingly s.docx
1.1 Why a Family-Centered ApproachTraditionally, schools through.docx
1.1 Why a Family-Centered Approach
Traditionally, schools throughout the world have been institutions in which teachers, social workers, and educational specialists are considered the sole source of knowledge, information, and expertise, and parents are expected to support and implement the advice of these experts. Until recently, in contrast with schools, early childhood care and education programs followed a parent-oriented approach in which parents assumed a more active role. Families got together to care for each other's children; sometimes the older women in a community cared for the young children, and mothers rotated care in mother's-day-out programs. One example of high-quality family-oriented child care in the United States can be found in the Kaiser Shipyards during WWII, where mothers worked in factories building ships. These programs provided family medical care and even meals for mothers to take home after their shift in the factory (Hurwitz, 1998). However, over the years, many early childhood programs became more like schools, expecting parents to listen passively to their advice and to help implement their programs (Keyser, 2006).
The development of a family-centered early care and education approach can be traced to the federal early childhood program Head Start. Formed in 1965 as part of President Lyndon B. Johnson's War on Poverty, Head Start was developed as a comprehensive program for low-income families with preschool-age children, with a focus on parent involvement and community collaboration (U.S. Department of Health and Human Services [HHS], 2012). The architects of Head Start recognized the need to work in an equal partnership with families of low-income children (Greenberg, 1969). To this end, the program was designed with very specific roles and responsibilities for parents. Program Performance Standards outline overall standards to be met in each component area. These are critical quality indicators used to ensure the program meets the unique needs of the communities and families the program serves. Component areas that must meet these performance standards include specific requirements for parent activities, such as opportunities for parents to follow a career path to become teachers in the local program. Additionally, all local Head Start programs have a governing body, known as a policy council, which must include parents. This body has direct responsibilities in a variety of areas, including approval of hiring and firing of all staff, budget and program component approval, and overall program evaluation (HHS, 2012).
The design of local Head Start programs led more and more early childhood programs to consider a shared approach to power and control. Other early childhood models (such as Waldorf, Montessori, Reggio Emilia, and local community-based programs) practice different degrees of the family-centered approach, depending on their unique philosophy, history, and ownership. With a family-centered approach ...
EDUCATIONAL PARTNERSHIP AND COMMUNITY DEVELOPMENT Ppt.pptx
This document discusses educational partnerships and community development. It defines key concepts like education, partnership, community and discusses different types of partnerships and communities in education. It outlines rationales for partnerships including shared expertise, mutual support and increased resources. The document also summarizes research on effective school, family and community partnership programs, including the six types of family involvement and challenges in implementing partnerships.
CHAPTER 1Overview of Early Care and Education and Program Admini.docx
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.docx
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 ...
Running head PROGRAM DESIGN 1PROGRAM DESIGN 2.docx
Running head: PROGRAM DESIGN 1
PROGRAM DESIGN 2
Program Design to Promote Social Goals in American K12 Schools
January 15th,2018
Program Design to Promote Social Goals in American K12 Schools
Explanation of Each Initiative
The three main initiatives of promoting social goals in school will include: promoting moral and character education, improving children’s health and nutrition, and creating school communities through extracurricular activities, after school programs, and school spirits (Rissanen et al. 2018). Comment by Evelyn Young: The 3 initiatives are clearly stated. Although did Rissanen et al. propose these 3 initiatives to promote social goals in schools? If these are your arguments, take credit for them. No need to give credit to Rissanen et al. for formulating the thesis for your paper.
I think that your paper could have used an introduction followed by the thesis statement.
Explanation of Each Initiative
Moral education is meant to promote good conduct among school-going children, not just within their immediate social relationships, but also in their dealings with their fellow citizens. This initiative is premised on the need for students to possess clear ideals and judgments on what action are right and what are wrong, including the determination of students’ conduct through a constant reference to those ideals. Moral education will be offered as a social goal to enlighten students on a system of rules and norms that regulate the social interactions of people on concepts of welfare, such as harm, trust, justice, and rights. For some students, issues related to values, personal feelings, and societal norms are constructs for discussions and are as such viewed as being influenced by the manner in which morality taught or experienced in schools, churches, and social institution settings. Moral education will be meant to reduce criminal and deviant behaviors among students. Moral character is required in schools because many parents do not teach their children morality issues.
The health and nutrition initiative is meant to improve the physical and mental well being of students. This initiative has the potential to improve the quality of students’ urban life, strengthen the ability of poor children to excel in their studies, and to compensate them for the substandard home and school environments spawned by competitive, inequitable social order. Health and nutritional initiatives will be strengthened through planning and introducing curriculum on nutrition with educational activities. These will include physical activities, which are combined with the farm to school programs that motivate students to consume healthy diets. Indeed, the hybrid school-based nutritional programs have major influence on attitudes, beliefs, and behaviors associated with fruits and vegetable consumption diffused throughout a bigger urban community (Dudley Cotton & Peralta, 2015). This hybrid intervention includes combining district stra.
Running head PROGRAM DESIGN 1PROGRAM DESIGN 2.docx
Running head: PROGRAM DESIGN 1
PROGRAM DESIGN 2
Program Design to Promote Social Goals in American K12 Schools
January 15th,2018
Program Design to Promote Social Goals in American K12 Schools
Explanation of Each Initiative
The three main initiatives of promoting social goals in school will include: promoting moral and character education, improving children’s health and nutrition, and creating school communities through extracurricular activities, after school programs, and school spirits (Rissanen et al. 2018). Comment by Evelyn Young: The 3 initiatives are clearly stated. Although did Rissanen et al. propose these 3 initiatives to promote social goals in schools? If these are your arguments, take credit for them. No need to give credit to Rissanen et al. for formulating the thesis for your paper.
I think that your paper could have used an introduction followed by the thesis statement.
Explanation of Each Initiative
Moral education is meant to promote good conduct among school-going children, not just within their immediate social relationships, but also in their dealings with their fellow citizens. This initiative is premised on the need for students to possess clear ideals and judgments on what action are right and what are wrong, including the determination of students’ conduct through a constant reference to those ideals. Moral education will be offered as a social goal to enlighten students on a system of rules and norms that regulate the social interactions of people on concepts of welfare, such as harm, trust, justice, and rights. For some students, issues related to values, personal feelings, and societal norms are constructs for discussions and are as such viewed as being influenced by the manner in which morality taught or experienced in schools, churches, and social institution settings. Moral education will be meant to reduce criminal and deviant behaviors among students. Moral character is required in schools because many parents do not teach their children morality issues.
The health and nutrition initiative is meant to improve the physical and mental well being of students. This initiative has the potential to improve the quality of students’ urban life, strengthen the ability of poor children to excel in their studies, and to compensate them for the substandard home and school environments spawned by competitive, inequitable social order. Health and nutritional initiatives will be strengthened through planning and introducing curriculum on nutrition with educational activities. These will include physical activities, which are combined with the farm to school programs that motivate students to consume healthy diets. Indeed, the hybrid school-based nutritional programs have major influence on attitudes, beliefs, and behaviors associated with fruits and vegetable consumption diffused throughout a bigger urban community (Dudley Cotton & Peralta, 2015). This hybrid intervention includes combining district stra.
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Early Childhood Education And Care
Early childhood education and care refers to educational programs and strategies for children from birth to age eight. These include both pre-school learning and the early years of primary school. Common early childhood settings include long day cares, occasional care, family day care, preschools and kindergartens. These environments aim to promote learning through real-life scenarios and play, which research shows supports cognitive development. Several influential theorists have introduced theories that impact modern education approaches, such as Montessori's emphasis on hands-on learning and Skinner's operant conditioning methods.
Autism Spectrum Disorders Intervention Options For Parents And Educators
The document provides an overview of intervention options for children with autism spectrum disorders, including educational interventions like special education services, behavioral interventions such as applied behavior analysis, and potential use of medication. It emphasizes the importance of collaboration between parents and educators and individualizing interventions for each child's specific needs and strengths. The goal is to help children with ASD achieve the best possible outcomes through specialized support across home and school environments.
Part One Part One Background Intro.docx
�
Part O
n
e
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�
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
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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
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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
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ity, are addressed individually.
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Large numbers of infants all over the na-
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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
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A quarter of them (26 percent) are in full-time
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(Snyder and Adams 2001). The demand for
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need is especially pronounced in low-income
communities (Fuller and Holloway 2001),
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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
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a framework for the development of new
high-quality programs. Increasing the number
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�
Part O
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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.
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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.
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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 ...
Petals And Pearls Program Toolkit
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6.1 Theoretical Models and ResearchThe traditional parent involv.docx
6.1 Theoretical Models and Research
The traditional parent involvement model for early care and education programs was a professionally driven parent-education model, with educators using parents to improve the child's home environment and to implement what educators believed to be good educational and parenting practices. This model was based on the belief that educational and human service professionals knew what was best for the child and family, based on their education and expertise. The parent component of an early care and education program was designed to teach parents good education-related practices and to improve the home environment as a place to develop good behaviors and optimal learning. This practice of parent involvement was also the accepted approach used by professionals working with families of children with developmental delays (Gargiulo & Kilgo, 2005).
To inform our understanding of effective partnerships between programs and families, it is important to examine approaches that have been shown to work. To do so, current research findings on effective family-program partnerships must be explored. Unfortunately, however, research in effective ways to enhance family-program partnerships is quite limited, particularly in early childhood programs.
There are many reasons why there is so little research in this area. Because there is a variety of ways to involve parents in the care and education of their children in a program, there is no agreed-upon definition or measurement of effective parent involvement. For example, are we looking at parents volunteering in the program, supporting their children at home, or effective communication between the home and program (Hill & Taylor, 2004)? Further, we do not know how one kind of involvement may positively influence another and thus have a multiplying, additive effect on children's development and learning. For example, how might parent involvement in the early childhood center increase the quality of parenting skills practiced in the home?
There is also a lack of agreement regarding who should be the subject of the research. Who should be questioned and given surveys when studying parent involvement: parents, teachers, or administrators? This dilemma is compounded by several factors, including research that indicates teachers tend to evaluate the involvement of African-American and low-income parents more negatively than that of European and higher-income parents (Epstein & Dauber, 1991). Finally, the research available has been conducted largely in elementary schools and not early childhood programs. As presented later in this chapter, this is also a dilemma when examining the various family-program partnership models. From a research perspective, the more different an early care or education program is from a traditional public elementary school, the less valid are these elementary school-based results for family-program collaboration in early care and education settings (Hil.
Developmental Psychology And National Occupational Standards
A school can communicate its ethos, mission, and values through its prospectus, website, open days,
and daily interactions. The prospectus and website clearly outline the school's vision and principles
in an accessible way. Open days allow the school to demonstrate its culture in practice. On a daily
basis, living out the values through curriculum, extracurricular activities, and relationships builds
understanding within the school community.
PRECEDE MANIFESTO Partnership for Reconciliation through Early Childhood Educ...
PRECEDE MANIFESTO Partnership for Reconciliation through Early Childhood Educ...Детска Амбасада Меѓаши
PRECEDE MANIFESTO Partnership for Reconciliation through Early Childhood Education and Development in Europe (PRECEDE)
Partnership for Reconciliation through Early Childhood Education and Development in Europe (PRECEDE) is a regional network of civil society organizations from seven European countries: “Early Years - the organisation for young children” from Northern Ireland, UK”; “Partnerë për Fëmijët”(Partners for Children) from Albania; “Balkan Sunflowers” from Kosovo; “The Center for Civil Initiatives”(CCI) from Croatia; “First Children’s Embassy in the World - Megjashi” from Macedonia; “Djeca prije svega” from Montenegro, and “Pomoć deci” from Serbia.
The main objective of the PRECEDE network is to strengthen the capacity of civil society organizations in the Balkan region and Europe, and to support the process of acceptance, peace-building, reconciliation, respect for diversity and unity through education in the early years.
We, as PRECEDE partners want to ensure that children receive a priority focus in the process of all public policy-making developments, at regional and national level.
Introduction childrtheir experiences in the infanttod.docx
This document provides an overview of the California Infant/Toddler Learning and Development Foundations. The foundations describe typical development in infants and toddlers from birth to 3 years old across 4 domains: social-emotional, language, cognitive, and perceptual/motor. The document outlines the competencies within each domain at around 8 months, 18 months, and 36 months. It emphasizes that infant/toddler learning is integrated across domains and influenced by nurturing relationships and environments that accommodate all children.
Determinants of Aspirations
This document summarizes a research report on determinants of aspirations. Some key findings:
- Girls, higher SES groups, and most minority ethnic groups tend to have higher aspirations than counterparts. Aspirations decline with age and barriers.
- Aspirations are shaped by beliefs, opportunities, and environment from a young age. Financial constraints and early choices like parenthood limit opportunities.
- High aspirations generally lead to better outcomes, but not always, showing an aspiration-attainment gap for some groups.
- Supporting aspirations requires a holistic approach that considers intersections of identity and provides developmental support to overcome barriers.
Hearing Me Proposal Narrative
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National inclusion project powerpoint
The National Inclusion Project aims to promote inclusion for people with disabilities. It was founded by Clay Aiken and Diane Bubel after witnessing how children with disabilities were often excluded from activities open to others. The organization partners with communities and programs to increase awareness of the benefits of inclusion. It has established several successful inclusion models and programs that have provided opportunities for over 20,000 children with and without disabilities. One such program is "Together We Make a Difference," an inclusive service learning curriculum that enhances skills for all participants.
National inclusion project powerpoint
The National Inclusion Project aims to promote inclusion for people with disabilities. It was founded by Clay Aiken and Diane Bubel after witnessing how children with disabilities were often excluded from activities open to others. The organization partners with communities and programs to increase awareness of the benefits of inclusion. It has established several successful inclusion models and programs that have provided opportunities for over 20,000 children with and without disabilities. One such program is "Together We Make a Difference," an inclusive service learning curriculum that enhances students' skills while meeting community needs.
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EDUCATIONAL PARTNERSHIP AND COMMUNITY DEVELOPMENT Ppt.pptx
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CHAPTER 1Overview of Early Care and Education and Program Admini.docx
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Running head PROGRAM DESIGN 1PROGRAM DESIGN 2.docx
Autism Spectrum Disorders Intervention Options For Parents And Educators
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6.1 Theoretical Models and ResearchThe traditional parent involv.docx
Developmental Psychology And National Occupational Standards
Developmental Psychology And National Occupational Standards
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PRECEDE MANIFESTO Partnership for Reconciliation through Early Childhood Educ...
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