Continuity and Change in Early

Childhood EducationChapter 1 – part B

Importance of Quality in Early Childhood Education

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

Measuring QualityQuality 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

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

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

The Positive Effects of ECE1. Positive experiences in the early years – literally

grow babies’ brains

2. Negative experiences such as prolonged stress, physical or sexual abuse or exposure to violence can have dire consequences for brain development.

3. 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

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

Current Trends in ECEUniversal 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

Continuity and ChangeChapter 1

Read ChapterTable 1.3 – ReviewChapter Summary

Concertina Internet Search

Chapter 2Read Chapter 2