Mark R. Ginsberg, Ph.D. NAEYC Washington, DC Promoting Quality Early Childhood Education Programs: The Challenges and Opportunities of Preparing ALL Children for a Successful Future Mark R. Ginsberg, Ph.D. NAEYC Washington, 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

“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

Developmentally Appropriate Practice (DAP) (Revision in Fall 2008)

Young children are born learners 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 possibilities. (Copple & Bredekamp, 2008)

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

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

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

The purpose of DAP is to … “… promote excellence in early childhood education…”

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

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

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

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

Ready Schools School readiness is as much about helping schools be READY for CHIDREN than it is about helping CHILDREN be READY for School

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

“…The 10 most frequent jobs of 2015 haven’t yet been invented…” Daniels School of Business, University of Denver

The seed of success are sewn early

Important Domains for Success Relationships Development Innovation Context

NAEYC Program Accreditation: The Right Choice for Kids

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

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

CHILDREN TEACHERS ADMINISTRATION PARTNERSHIPS Relationships Curriculum Teaching Health Assessment of Child Progress TEACHERS ADMINISTRATION Leadership & Management Teaching Staff PARTNERSHIPS Physical Environment Families Community Relationships

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

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

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

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

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

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

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

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”

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

NAEYC Web Site www.naeyc.org

Summary and Discussion