Not exact matches
By studying the most recent research on
early childhood education, the Orfalea Fund was able to invest where it mattered most: in the relationships among directors, teachers, and parents, in the
quality of
environments, and in the establishment and documentation of best practices.
Resilience is a broad set of «capacities and skills and abilities that give people a sense of mastery and management of difficulty,» says center director Jack Shonkoff, one of a number of neuroscientists and
early childhood experts who paint a picture of resilience as a
quality that is built over time, resulting from the interactions of people and their
environment.
Identifying the ingredients of a high -
quality early childhood experience is a key goal of the Zaentz Initiative, which is conducting a large - scale study on
early learning
environments and hosting a professional learning academy for
early education.
We have seen time and time again that students struggle in school when they do not have healthy food,
quality health care, before / after school care,
quality early childhood programs, a stable home, or a rich literacy - based home
environment — among other home - based factors.
For more than 40 years, The Piton Foundation, which is part of Gary Community Investments, has been committed to improving the lives of Colorado's low - income children and their families by increasing access to
quality early childhood and youth development opportunities and fostering healthy family and community
environments.
This includes expanding access to
quality early childhood education, full day kindergarten, increasing the amount of time available for learning, raising the bar for powerful instruction, and creating positive, safe, nurturing school
environments that are conducive to learning and that foster our students» creativity and motivation.
The author highlights numerous obstacles to achieving an equitable education system for all students: poverty, inadequate social supports, limited
early childhood opportunities, re-segregation; unequal access to
quality and certified teachers; low -
quality curricula; differential placements in advanced and college preparatory classes, tracking of students, and dysfunctional teaching and learning
environments.
By increasing access to
quality early childhood education our goal is for 1) all children ages 0 — 8 have affordable and geographically appropriate options in high
quality early learning
environments that meet their individual needs and 2) all children ages 0 - 8 have access to
quality resources at home to enhance their learning and development.
High -
quality early childhood education programs are one way in which we support development during these years, but family interactions and home
environments also play a crucial role.
Barbara has worked with NAEYC and other
early childhood leadership organizations to help shape
quality inclusive
early childhood environments and the policies and guidelines that support them including serving on the NAEYC Commission to develop the current program accreditation criteria.
The CPL program is recognized as a mechanism for Registered
Early Childhood Educators (RECEs) to meet their professional responsibilities and promote
quality in the sector to facilitate the healthy development and wellbeing of young children in safe and supportive
environments.
Educare has a strong partnership with Tulsa Public Schools (TPS) because we both believe that every child, especially those that are at risk should have the highest
quality early childhood learning
environment possible.
Ontario's
early childhood educators are committed to providing high
quality learning and care
environments for young children.
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 s
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 s
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 s
quality early childhood education are not eligible for financial support.
These programs include the Nurse Family Partnership, 16,17 Healthy Families America, 18,19 Healthy Start, 20,21
Early Head Start, 22,23 the Comprehensive Child Development Program, 24 — 26 and
Early Start.27, 28 All of these programs have been evaluated by using randomized control designs but findings from these trials have been mixed, with some programs showing benefits and others failing to show benefits.29, 30 In a recent review, Howard and Brooks - Gunn30 found that home - visiting programs had reported benefits for a number of outcomes, including child abuse, child health care,
quality of home
environment, parenting, parental depression, and
childhood cognitive skills.
However, for both child abuse and parent stress, the average effect sizes were not different from zero, suggesting a lack of evidence for effects in these areas.108
Earlier meta - analytic reviews have also noted the lack of sizable effects in preventing child maltreatment — again citing the different intensity of surveillance of families in the treatment versus control groups as an explanation (though the authors did report that home visiting was associated with an approximately 25 percent reduction in the rate of
childhood injuries).109 Another review focusing on the
quality of the home
environment also found evidence for a significant overall effect of home - visiting programs.110 More recently, Harriet MacMillan and colleagues published a review of interventions to prevent child maltreatment, and identified the Nurse - Family Partnership and
Early Start programs as the most effective with regard to preventing maltreatment and
childhood injuries.
Quality rating guidelines, which are typically administered at the state or provincial level, set requirements for
early childhood educators to promote the most effective and beneficial learning
environment in a safe and positive setting for children.
It considered how to develop and apply high
quality evidence to the issue of
childhood vulnerability in Aboriginal and Torres Strait Islander populations that is grounded both in the neuroscience of
early brain development and in the complex effects of social and community
environments on children's development.
The learning
environment created by a teacher is critical to the
quality of an
early childhood program.25 The experiences that a child has in their
earliest years shape their development, and teachers play an important role in creating those experiences.
For the positive benefits of
early childhood programs to be long - lasting, programs must be of high
quality and focus on didactic learning activities (letters and numbers), while encouraging play - oriented and discovery - learning activities in a language - rich and emotionally - supportive
environment.
The very recent Campbell systematic review study adds more answers to the question: How much does the teacher qualification impact the
quality of the
early childhood education and care (ECEC)
environment?
Providing young children with a healthy
environment in which to learn and grow is not only good for their development — economists have also shown that high -
quality early childhood programs bring impressive returns on investment to the public.
Michigan's
Early Childhood Standards of
Quality for Infant and Toddler Programs provides both a framework describing children's development and learning and the quality standards for environments
Quality for Infant and Toddler Programs provides both a framework describing children's development and learning and the
quality standards for environments
quality standards for
environments tha...
The following standards and tools are used to enhance
quality of care for infants and toddlers: Virginia Milestones of Child Development; Virginia Competencies for
Early Childhood Professionals; Infant and Toddler
Environment Rating Scale (ITERS - R); Family Child Care
Environment Rating Scale (FCCERS - R); Six Essential Practices of the Program for Infant and Toddler Care (PITC).
At the forefront of debates about
early childhood education policy is a focus on raising the
quality of learning
environments in community - based centers and schools as a means of promoting child development, particularly for low - income children and children of color.
«A must read for those who lead and administer
early childhood programs and care about providing high
quality environments that support all young children in reaching their full potential.»
When child care is of very high
quality (as is the case with model
early childhood programs), the positive effects can endure into the
early adult years, particularly for children from the poorest home
environments.
• All Children have access to a safe and accessible, high
quality early childhood education that includes a developmentally appropriate curriculum, knowledgeable and well - trained program staff and educators, comprehensive services that support their health, nutrition, and social well - being, in an
environment that respects and supports diversity.
In the current
environment of rapid change in
early childhood education, staff need support to update their skills and knowledge about teaching culturally and linguistically diverse populations, using new assessments, meeting new standards, addressing already identified special needs, identifying potential special needs, implementing high -
quality curriculum models, and making decisions about using technology.
Chicago Public Schools works with child care centers in communities across the city to provide high
quality environments where certified
early childhood educators support children's health and development.
We seek to improve the
quality of both
early childhood teaching and learning, through the development of innovative curricula and research based pedagogical standards, as well as the design of imaginative play materials and learning
environments.
PCHP brings
Early Literacy Specialists into the homes of families with children aged 2 - 4 who do not have access to quality early childhood programming, helping parents build language - rich home environments that enhance children's literacy, cognitive and social emotional skills, while supporting the transition to p
Early Literacy Specialists into the homes of families with children aged 2 - 4 who do not have access to
quality early childhood programming, helping parents build language - rich home environments that enhance children's literacy, cognitive and social emotional skills, while supporting the transition to p
early childhood programming, helping parents build language - rich home
environments that enhance children's literacy, cognitive and social emotional skills, while supporting the transition to pre-k.
The lack of high
quality affordable day care and
quality early childhood learning
environments is a problem of poverty that has enormous effects on later schooling.
At the same time that many states and communities across the country are committing to expanding high -
quality early learning opportunities, alarming statistics suggest that
early childhood learning
environments are a point of entry to the school - to - prison pipeline, particularly for African American children.
Supporting new parents and their infants; helping families access high -
quality child care that allows them to work and provides their children with developmentally appropriate learning
environments; and improving conditions for the predominantly low - income and female
early childhood workforce is a win - win for states.