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Promoting Quality

Early Childhood Education


Programs:
The Challenges and
Opportunities of Preparing ALL
Children for a Successful Future
Reported by: Mannielle Mae T. Oliva

According to :Mark R. Ginsberg,


Ph.D.NAEYCWashington, DC

Introduction and Goals

NAEYC brief overview and introduction


Critical view that the early years are learning years
a mantra for the field and advocates for children
Quality Matters Key predictors of quality
Description of the recent update by NAEYC of
developmentally appropriate practice
Accreditation and Related Initiatives
Evolving critical issues in early childhood education
Discussion

NAEYC: Who and What We


Are

Largest early childhood professional organization in


the world nearly 90,000 members
Professional development and resources for early
childhood educators
Advocacy, policy development and position
statements about critical issues
Accreditation of center-based early care and
education programs and higher education
Focus on development and education of ALL young
children and families
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The Early Years are


Learning Years
Early Care
IS (and must be)
Education

ECE Today: Key and Critical


Issues that Predict Quality

Focus on quality an aspiration and a goal -Availability, accessibility and affordability of services
Teacher and staff qualifications and workforce challenges
Administration and management of ECE
Group size and ratio issues
Cultural and linguistic diversity and associated challenges
Attention to children with challenging behaviors and special needs
Accountability and assessment
Linkages of: ECE School Family Community
Research to Practice to Policy (and back again)
Fragile economics for the ECE field (and the nation and world)
Impact on ECE programs
Impact on ECE training and professional development
Impact on research
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Developmentally
Appropriate Practice
(DAP)
(Revision in Fall 2008)

Young children are born learners.


Although individual differences are
present at birth, most set out to
explore their world with unbridled
eagerness and curiosity. Perhaps,
more than any other time of life, early
childhood is a period of never ending
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The Context for


Developmentally Appropriate
Practice (DAP)

Historically important construct for the ECE field


Recent advances in understanding of human
development and neuroscience (brain science)
Practice rooted in child development theory
Evolution and development of the ECE field with
advances in understanding of and practice of DAP
Historic commitment to young children and
families, and an affirmation about the importance
of the early years
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Historically Critical Concepts

Appreciating early childhood as a unique and


valuable stage of the life cycle
Emphasis on child development research
Importance of the partnership with the family
Recognition of the importance of understanding
the child in the context of the family, community,
culture and society
Group size and ratio issues important in a practical
sense for optimal learning and linkage with quality
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2008 Statement Builds on


Earlier Statements (1986 & 1997)
Core

Themes of the 2008 Revision:


Excellence and Equity
Intentionality and Effectiveness
Continuity and Change
Joy and Learning
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The purpose of DAP is to


promote excellence in
early childhood education

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DAP Requires:
Meeting young children where they are
enabling children to reach goals that are
challenging & achievable
Applies teaching practices that are age and
developmentally attuned to children and
responsive to social & cultural contexts
Best practices based on knowledge and
evidence about curricula and teaching

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Comprehensive & Effective


Curricula

Focus on ALL domains of development


Interrelationships of and sequence of ideas
Scaffolding of ideas and concepts
Knowing that the rate & pattern of learning is different
among children

Learning experiences are aligned across the


early childhood period
Linkage between ECE and Elementary School
programs
Individual, family, school and community development
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Effective Curriculum

Multiple teaching strategies


Focus is on multiple domains
Coherent and sequential
Emphasis on teacher capability and pedagogy
Assessment driven curriculum based on needs and
challenges of each child
Resources available to all children there is no
one curriculum that is best of ALL children
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Improving Teaching & Learning

Teacher behavior is critical & essential


Teachers are INTENTIONAL (critical for learning)
Curriculum is planned, strategic & evidence based
Teachers are well trained and participate in continuing
professional development
BOTH teacher-guided AND child-guided experiences are
vital
Play in service of learning across multiple spheres of
development
External generalization essential at home and in the
community
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Ready Schools
School

readiness is as much
about helping schools be
READY for CHIDREN than it
is about helping CHILDREN be
READY for School
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21St Century Learning


21st Century Students
21st Century Knowledge, Skills and
Abilities
21st Century Pedagogy
21st Century Teacher Training
21st Century Success

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The 10 most frequent


jobs of 2015 havent yet
been invented
Daniels School of Business,
University of Denver

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The seed of success


are sewn early

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Important Domains for Success


Relationships
Development
Innovation
Context

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NAEYC Program
Accreditation:
The Right Choice for Kids

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NAEYC Program Accreditation

Established in 1985
Differentiated from higher education accreditation
Program to assure quality in center-based early care and education programs
Standards, criteria and program review processes
Currently, more than 9,000 accredited programs in US, with nearly 10,000 in self-study
serving 1,000,000+ children
Many accredited and applicant programs in GA
265 in state, 75 in ATL area
Many more programs in process
Steps toward accreditation
Enrollment
Candidacy meeting certain benchmarks
Application self-study process
On-Site Visit
Annual Reporting and random and interim visits
Re-Accreditation process
Reinvention of program in 2006
Review and revision of process
Newly revised standard and criteria
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NAEYC Accreditation: A
Standard for Quality
NAEYC accredited programs have
demonstrated a commitment to providing a
high quality program for young children and
their families
Emphasis is on the quality of interaction
among teachers and children, the experiences
of children and on the developmental
appropriateness of the curriculum

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CHILDREN
Relationships

Curriculum

Health

Assessment of Child Progress

TEACHERS
Teaching Staff

Teaching

ADMINISTRATION
Leadership &
Management

PARTNERSHIPS
Families

Physical
Environment

Community Relationships
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Strategies and Tactics

Use of governmental programs to incent


quality
QRIS
16 of 18 link with NAEYC Accreditation
20+ additional state QRIS in development

Tax Credits
Arkansas and Maine link a tax credit to sending
children to NAEYC Accredited programs
LA has tax credits linked to QRIS
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Strategies and Tactics

TEACH and other scholarship and workforce development programs


Grants, loans and financial aid

Professional development programs and incentives


Professional development systems
College of Education
Other community linkages and partnerships

Birth-to-five incentive grants coordinated with state early learning


councils
Linkages and strengthened relationships with public schools and
school systems
Workforce credentialing systems
Teachers
Administrators

State early learning standards


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A New Administration: New


Opportunities and Challenges

ECE, and education more generally, are priorities of the new Obama Administration
economic issues, energy and health care are primary goals
Economic Recovery & Stimulus
CCDBG and Head Start Funding Increases ($4.1B)
Quality
Birth to 5 Incentive Grants
State-Level QRIS and related quality incentive programs
Training and professional development
Child and Dependent Care Tax Credit
Nutrition Child and Adult Food Program
Re-authorization of NCLB and other federal programs
Workforce
Higher education loan forgiveness
TEACH
Higher Education Opportunity Act
Credentialing issues
Coordination among agencies and with states
National Commission on Early Childhood Development & Learning and new Office of
Early Learning
FMLA
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Call to Action

Reap national economic benefits by helping children & families thrive


Head Start, Early Head Start, CCDBG
Make the dependent tax credit refundable
Prevent gap from birth
Expand early head start
Better infant & toddler care
Expand FMLA
Expand Individuals with Disabilities Act (IDEA) Part C
Help families afford and programs provide high quality development &
learning
Double the # of children receiving subsidies
Improve child care subsidies by requiring states to pay at no less than 75%
of market rate
Develop statewide quality rating and improvement systems (QRIS)
Improve professional development systems
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Call to Action
(Continued)

Make EVERY SCHOOL a READY SCHOOL


Enhance & strengthen professional development systems for
teachers, administrators & staff
More widely available developmental screening
Expand child & adult care food program

Build a high quality ECE system


Create a birth 5 incentive system and QRIS

Currently 18 state QRIS with 27 more in development

Linkage of ECE with P(K) 12 systems


Fund state early learning advisory councils
Reinstate Child Care Bureau = Head Start in the US HHS
Establish and interagency coordination workgroup leading to a
National Council on Early Development & Learning
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Call to Action
(continued)

Attract, educate and retain a high quality ECE workforce


Expand Higher Education Opportunity Act program
Programs for increased compensation & benefits for ECE staff
Focus on workforce
Expand our knowledge and apply it
Maintain a research center on ECE
Make research a component of the National Council on
Development & Learning
Continue EC longitudinal study
Fund National Academy of Science study on the costs of quality
ECE
Require school districts to provide more data, especially on Title 1
programs re . Comprehensiveness of programs, enrollment data
and demographics of children served
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Evolving Critical Issues in


ECE

ECE Workforce and enhancing knowledge, skills & abilities


Teacher training and pedagogical practice
Credentialing
Research to and connected with practice
Curricula
Technology
Culture, language and related issues
Inclusion & special education
Early literacy and mathematics (STEM)
Social & emotional learning and issues re. challenging behavior
Standards, performance based assessment and accountability issues
Systemic linkages

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Challenges to an effective
system of ECE

Workforce Matters preparation & professional development, comp


& benefits, prestige & respect, retention & career advancement
Program Management principal metaphor
Links with public schools
Evolution of P 12
Quality versus quantity
Community engagement and context
Resources facilities, teaching tools
Health and safety issues
Financing the central issue high quality and accessible ECE for
ALL children is costly yet a good investment
Principle of social arbitrage

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A National Consensus

Importance of education, generally


Impact of our past economic growth and current economic downturn
World events and changing priorities
Hurdling toward a consensus about the integral role of ECE
public will
Racing toward the finish line (urgency) with hurdles (barriers) to
traverse
Need for responsible advocacy and public engagement
Rhetoric needs to match actions
Change is upon us
We must be the WIND
We must create momentum for the SAIL

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NAEYC Web Site


www.naeyc.org

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Summary
and
Discussion
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