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Continuity and Change in Early Childhood Education

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Presentation on theme: "Continuity and Change in Early Childhood Education"— Presentation transcript:

1 Continuity and Change in Early Childhood Education
Chapter 1 – part B

2 Importance of Quality in Early Childhood Education

3 What is Quality? Child Care Licensing Standards – minimum level, varies considerably Quality Rating and Improvement System – STARS Accreditation Standards ~ NAEYC Voluntary, Relationship among the standards Focus on Children and teachers, partnership with families/communities, and administration Military Child Care Act – significantly improved quality and learning outcomes Head Start Performance Standards – comprehensive services

4 Measuring Quality Quality includes two interconnected factors:
Structural – features of an ECE program that are relatively easy to measure Process – Quality of the relationship and interactions among teachers and children and their appropriateness Development of observation tools ECERS-R – Environmental rating scale CLASS – instructional strategies !!High score = Higher scores on measures of language, literacy , mathematics and social-emotional abilities

5 Effective, Intentional Teaching
Purpose for everything they do Can explain that purpose Multifaceted, multidimensional concept that conveys many of the personal qualities of an early childhood educator. Caring and committed Enthusiastic and engaged Curios and creative Respectful and responsive Passionate and patient Purposeful and playful Focused and flexible Aware and Accountable Informed and effective Listening and learning

6 Culture of Early Childhood Education
Culture is the rules and expectations for behavior of members of a group that are passed on from one generation to the next Shared vocabulary Shared identity Shared values (21) - eg. play Shared beliefs

7 The Positive Effects of ECE
Positive experiences in the early years – literally grow babies’ brains Negative experiences such as prolonged stress, physical or sexual abuse or exposure to violence can have dire consequences for brain development. Early intervention including intensive early education and comprehensive support services for families – the earlier and more intensive the better -- can ameliorate the negative effects !! Critical importance of early intervention

8 Closing the Gap Right from the “starting gate”
At age 4 – children who live below the poverty line are 18 months below what is considered normal for their age group Children in the lowest socioeconomic group have average cognitive scores that are 60% below those of the most affluent group Inequality in socioeconomic status is the most important predictor of children’s cognitive skills Children living in poverty – less likely to have access to high- quality programs; Encounter poor elementary schools Start behind – stay behind

9 Current Trends in ECE Universal Prekindergarten Movement
Standards and Accountability: What? How? No Child Left Behind (NCLB) – public schools accountable for eliminating the persistent gaps in achievement between different groups of children Report student progress; use scientifically based instructional practices Alignment of Preschool and K-3 Higher Teacher Qualifications

10 Continuity and Change Chapter 1 Concertina Internet Search Chapter 2
Read Chapter Table 1.3 – Review Chapter Summary Concertina Internet Search Chapter 2 Read Chapter 2

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