Sentences with phrase «childhood education because»

NAEYC Accreditation programs invest in early childhood education because they believe in the benefits to children and families.

NAEYC - accredited programs invest in early childhood education because they believe in the benefits to children and families.

We are supporting early childhood education because the sector is the most challenging teaching environment yet critically important.

You can register for this free event where a leading national economist will show that we can't afford NOT to invest in early childhood education because for every dollar invested in early childhood, $ 7 - $ 14 is returned.

That benefit increases when more children in a community participate in early childhood education because they are less likely to repeat grades or drop out.

In her opening remarks, McCartney stressed the importance of investing in early childhood education because it aids in children's development and their futures, and helps to reduce state costs in the long run.

I am currently in college, majoring in Early Childhood Education because I love children.

Not exact matches

I did not leave the Church because of childhood knuckle rapping or from any particular transgressions of the members (and I did get a good basic education).

«Because the teacher sees your child in a variety of situations at school and can compare your child's progress to that of other children, she's in a good position to notice any potential problems,» says Eve Stabinsky - Ackert, an early childhood education specialist in Monroe, Conn..

Economists have demonstrated convincingly that every dollar invested in early childhood saves $ 4, because children who participate in early education are less likely to require special education services, and they are less likely to end up in the costly juvenile - justice system.

MB: I am glad that you ask this question, because here again is about how do we go at the personal and local level to bring about the culture of peace, and the call for justice, liberation and human fulfillment, the education began at home, in childhood, from my mother and father.

: I am glad that you ask this question, because here again is about how do we go at the personal and local level to bring about the culture of peace, and the call for justice, liberation and human fulfillment, the education began at home, in childhood, from my mother and father.

CR: The more than a dozen early childhood education programs that produced lasting benefits could point to those results because they held their programs accountable.

The answer to this seemingly obvious contradiction, I think, is Elkind's belief that we know what good education is because the «giants of early - childhood development» have told us.

It is troubling that those who know the youngest children best because they work with them every day have often no voice in formulating policies and practices for early childhood education and care.

Perhaps in part because of limited access, Pennsylvania's early childhood education system does not have the expected positive results in the primary grades for Black children, just 15 percent of whom are in the state's prekindergarten classrooms.

Early childhood education is important, he said, because the dropout process can begin in kindergarten.

High - quality early childhood education has the greatest positive effect on children from lower socioeconomic status and children who are at risk because of family or community circumstances such as poverty and abuse / neglect, and children with disabilities and special needs (Stegelin, 2004).

is because, among other things, there is inadequate Early Childhood Education to prepare children for the academic rigors of Kindergarten and beyond.

Jacqui Kirkpatrick, supervisor of the early childhood special education program in Calcasieu Parish, LA, brought the curriculum to her district because she wanted an approach that gave teachers more structure, was developmentally appropriate, and that was engaging and meaningful for children.

Florida's huge dropout rate ranks us 5th in the nation (57.5 % according to Education Week / 2006) and early childhood experts warn that kids enter public school in deficit mode because we lack an effective system of early childhood intervention (ages 3 - 5).

We serve millions of students with i - Ready ® (adaptive diagnostic, online instruction, and practice apps for math and reading); Ready ® (standards - based instruction build from scratch for the Common Core); BRIGANCE ® (assessment and instruction for special education, early childhood, and Head Start); and other programs because of our laser focus on educators» needs over our own bottom line and a belief that thoughtful and continuous innovation leads to a positive impact on classrooms and measureable growth for students.

Early - childhood - education advocates have long complained that preschool and kindergarten readiness get short shrift because Minnesota primarily has addressed pre-K as a welfare issue.

She joined the Principal Advisory Council because she wanted to have a voice in how policies and decisions are made at the district level and be an advocate for early childhood education.

I know, and a lot of teachers know, they're totally inappropriate for children in kindergarten, first grade, second grade and third grade, because when they were written there was no one on various writing committees who was an expert in early childhood education... They're also totally inappropriate for children who have disabilities — they can't keep up.

Because of the strong push towards strengthening early education childhood policy in the United States, the job growth outlook for those working as early childhood educators is very promising.

I am pleased to be joining NIEER at the release of their annual State of Preschool report because early childhood education is so central to our children and our nation's future.

Perhaps because of a childhood spent assimilating into a foreign culture, Mr. Murillo is keenly interested in arts education.

Its validity and sensitivity as an indicator of socioenvironmental influences on development have been demonstrated by evidence that it explains significant variance in childhood cognitive functioning over and above that attributable to socioeconomic status (SES) and maternal education.40, 41 Its validity for use with black samples has also been established.42 Because of safety considerations, the HOME was administered in the laboratory.

However, as a consequence of young mothers being required to work, infants may be placed in child care at a very early age, and mothers often require a patchwork of solutions, some of which may be substandard.40 Quality child care and early childhood education are extremely important for the promotion of cognitive and socioemotional development of infants and toddlers.41 Yet, child care may cost as much as housing in most areas of the United States, 25 % of the budget of a family with 2 children, and infant care can cost as much as college.42 Many working families benefit from the dependent care tax credit for the cost of child care, allowing those families to place their children in a certified or higher - quality environment.43 However, working families who do not have sufficient income to pay taxes are not able to realize this support for their children, because the credit is not refundable or paid to families before taxation.44 Therefore, some of the most at - risk children who might benefit from high - quality early childhood education are not eligible for financial support.

By creating an environment where early childhood educators perceive their work as a profession where they're making a difference in children's lives because of their knowledge and expertise, you will not only make them more likely to remain with your organization, but will also be enhancing the public image of early education more widely.

Our comparative, multivocal ethnographic study of teachers in five U.S. cities in a number of early childhood settings suggests that immigrant teachers often experience difficulty applying their cultural knowledge to the education and care of young children of immigrants because they face a dilemma between their pedagogical training and their cultural knowledge; between the expectations of their fellow teachers and of parents; and between the goals of being culturally responsive to children, families, and their community and being perceived as professional by their fellow teachers and their superiors.

It's really important that, even if it's not something to worry about, that the parent feel like their concerns can be heard by the early childhood education centre and that they can be discussed and talked through because the partnership between the parent and the early childhood education centre is really the thing that will scaffold the child and keep the child developing well.

We are foolish if we disconnect ourselves from community because we don't serve the children who we work with well by not helping them to understand that they are a part of a community because what we know is that that will last those children for a very long time into the community and if they leave our early childhood services feeling that they are a connected person and that there are people in that community who can help them if they get in trouble, and they also know that their families are part of a community and that there are differences in that community which are beneficial and important and most importantly I think in the context of contemporary early childhood education we see it as an opportunity for children to feel that they can be active participants whose voices are heard.

This is because quality early childhood education and care programs have the power to amplify children's development at a time when their brain development is most rapid.

«The middle childhood years are a time that is particularly critical developmentally because it represents the transition from childhood into adolescence,» says Kimberly Schonert - Reichl, the principal investigator of the study, and a professor in UBC's Faculty of Education and the Human Early Learning Partnership (HELP).

Not a big surprise because after all not only do they have access to high quality early education, but now they have access to the extraordinary technology of teaching incorporated with early childhood special education and related services.

Because of the link with social and pre-academic success, there is considerable interest in the topic of early childhood EC; its relevance to policy - makers and service - providers in child care, early childhood education and mental health is becoming clear.

School psychologists are uniquely suited to enhance student outcomes in early childhood special education contexts because of their ability to work across settings (home, early childhood, and elementary school settings) and across key stakeholders (educational professionals, related service providers, community members, and family members).