...Introduction Early learning standards are “standards that describe expectations for the learning and development of young children across the domains of: health and physical well-being, social and emotional well-being; approaches to learning; language development and symbol systems; and general knowledge about the world around them” (CCSSO, 2005). “In early childhood, the development of foundation skills (skills that lay the foundation for later learning), is just as imperative as mystery of content matter” (Bodrova, Leong, & Shore, 2004). It is essential that effective early learning standards emphasize significant developmentally appropriate content and outcomes are developed and reviewed through informed, inclusive processes, gain their effectiveness through implementation and assessment practices that support all children’s development in an ethical, appropriate way and require a foundation of support for early childhood programs, professionals and families (NAEYC& NAESC/SDE, 2003). Learning standards are intended to set the bar for student achievement and in the primary years, they can be crafted to apply brain and development research in their implementations (Schiller& Willis, 2008). The most comprehensive set of standards for quality education and care in early childhood is known as Developmentally Appropriate Practice (DAP) (NAEYC, 2009). Early learning standards will connect teaching practice and curriculum to government and community guidelines. This...
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...Family-Friendly Communities Briefing Paper April 2010 Child care and community development by Kristen Anderson & Ellen Dektar, Local Investment in Child Care (LINCC) The American Planning Association (APA) has long recognized in its Policy Guide on the Provision of Child Care (1997) that child care is a critical component of livable communities for many families in urban, suburban and rural areas, and that local planning policies can play an important role in ensuring adequate child care. Whether by necessity or choice, the majority of parents work and many depend upon formal, organized out‐of‐home care. Since there is no federal or state universal child care system or guidelines for child care planning, most communities have supply gaps that are especially pronounced for infant/toddler age groups and lower income families. Preschool‐age programs (mostly part‐day) are proliferating nationally due to public awareness of the value of early learning. State spending on preschool increased from $2.4 billion to $4.2 billion nationwide between 2005 and 2007 (Wat, 2007). Similarly, federal and state spending on child care subsidies has more than tripled in the last decade, but most communities still face problems with inadequate supply of quality, affordable child care (Warner 2007). The majority of child care and part‐day preschool centers are run by private or nonprofit entities (rather than school districts or cities) and supported largely by parent fees ...
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...education system at the end of the 20th century ..................... 3 1.1 1.2 1.3 1.4 Major reforms and innovations introduced in the education system during the past decade...................................................................................................... 6 Major achievements attained over the past decade ............................................ 16 The lessons learned in the process of changing and reforming education systems............................................................................................................... 21 The main problems and challenges facing national education as we enter the 21st century .................................................................................................. 22 Curriculum development, principles and assumptions ...................................... 24 Changing and adapting educational content ...................................................... 26 2. Educational content and learning strategies for the 21st century ......... 24 2.1 2.2 References........................................................................................................... 29 3 NATIONAL REPORT ON THE DEVELOPMENT OF EDUCATION in SWEDEN 1 The Swedish education system at the end of the 20th century General Structure Education in Sweden is mainly organised within the public sector. Parliament and the government have the overall responsibility for the state financed education system: Pre-school...
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...Marketing Plan: SWOT Analysis Overview I. Product or Service Description: The objective is to provide high-quality child care services that meet the varied needs of middle-income families. The biggest challenges’ facing all working parents is finding safe and affordable child care. Parents want to feel confident that their children are receiving quality child care while they are at work. Too often, parents are forced to make their child care decisions based solely on what is available and affordable in the area, discounting other considerations that affect quality. All children deserve a stable and healthy child care environment. Families should not have to compromise their choice of child care based solely on cost. NH Basic Needs and Livable Wage report states that child care costs have increased by 88 percent over the last five years, or about 14 percent per year. The child care market is competitive for higher income families but few offer services for families of middle –income. Families of middle-income have very few choices when it comes to selecting child care. Low-income families are provided opportunities through federally funded programs such as Head Start and are support by state child care subsidizes. Higher income families can afford the cost of private funded child care. I. SWOT Analysis Strengthens: * There is a formal structure of shared governance comprised of parents, agency board members and community representation. ...
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...Every school is unique and individual unto itself. What make a school so unique is it is profile. A schools profile is made up of all of the students who attend, the administrative staff, the teaching staff and all of the other individuals who help make the school day run smoothly. Other important aspects of a school are the philosophy and vision, stakeholders and community in which the school is located. Philosophy, mission, vision One of the most important parts of a school is its philosophy, mission, and vision statements. At Maricopa County Head Start the mission and vision statement of the county as a whole is followed, as well as, the philosophy, mission, and vision of National Head Start. The mission of Maricopa County is “To provide...
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...live below the national poverty level (Meyer, Cancian & Nam, 2007). In today’s society, many people live below the poverty line and those numbers continue to increase because of our high unemployment rates. The Census Bureau reported that 12% of Americans live in poverty. According to the Department of Health and Human Services, the poverty level in 2009 for a family of four was $22,050. Working parents have no time and their finances are often strained. Welfare reform in the United States may pressure single mothers to be employed even though child care is expensive and they may barely make minimum wage (Miller, 2007). If a child experiences poverty during their preschool or early school years, then they are less likely to graduate from high school (Duncan, Ludwig, & Magnuson, 2007). Poverty is everywhere. It is in every race and every country (Payne, 2005). There are other factors connected to poverty. A child living in poverty is at-risk because he or she may speak another language, be less healthy, or has even been abused. When children are...
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...of the early year’s practitioner. 1.1: Identify the skills, knowledge and attributes required for the role of the early years practitioner. To become an early year’s practitioner you must require the knowledge of early childhood development so that you can make sure each child has successful learning and development at school. An early year’s practitioner must demonstrate an understanding of the EYFS (Early Years Foundation Stage) areas of learning and development for each age range and what their expectations are. The skills and attributes that are required for this role is to have the ability to communicate with both children and adults, be able to work part of a team, have the ability to demonstrate creative abilities and have previous experience with young children. There are other skills, knowledge and attributes including: • Nappy changing • Bottle feeding • Ability to engage with children • Sterilizing • Child development milestones • Provide toys and activities • Feeding and weaning young children 1.2: Identify settings which provide early year’s education...
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...PSY260 Abstract This assignment I will discuss child poverty from the “State of America's Children® 2010 Report”. I found that poverty does not exclude anyone. Poverty hits every race, every country, anytime, it is a sad truth that negatively effects the lives of many children and families poverty continues to rise and it is now at an all time high. Not to mention the unemployment rate. What can we do to put a stop to these rising factors? Introduction Over the last decades, the world has made many changes, and the effects of those changes have profoundly been felt by many families everywhere. Today, children are being raised in single parent homes and it is hard when one parent has to work two jobs because absence of the parents can have very drastic effects on the child. (Miller, 2007). Sadly the numbers are at an all time high, when it comes to families and children living in poverty. Unemployment rates are growing and will continue to grow. Sadly more and more families are out of work and having to live without their basic needs being met. Many children experience poverty during their preschool years, which increases the likely of them even graduating from high school (Duncan, Ludwig, & Magnuson, 2007). Poverty does not only affect other countries it is affecting everyone worldwide...
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...Early years self-evaluation form guidance Guidance to support using the self-evaluation form to evaluate the quality of registered early years provision and ensure continuous improvement Age group: Birth to 31 August following a child’s fifth birthday Published: September 2012 Reference no: 080103 The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk. This...
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...Changes in Early Childhood care providers 4 3. Changes in Early Childhood education in Malaysia 5 4. Government policies 6 5. Social issues: 5.1 Housing 7 5.2 Poverty 8 5.3 Wellness and Healthy Living 9 Conclusion 10 References 11 Introduction Malaysia has over a period of fifty years since its independence developed into a highly urbanized nation due to buoyant economic growth. Along with development comes progress and along the way, changes to a certain degree- a modern family unit. As society progresses, so do methodologies and programs in the teaching of Early Childhood Education. In the United States, early childhood professionals agree that the children’s development is influenced by their environment: their family, teachers, school, town, media, governmental systems, and so on. (Morrison,2011). An important aspect of early childhood education is developing a holistic approach to education itself. Parents who are illiterate are taught to read, write, speak and listen so that in turn, they can be of support to their children in the learning process. In Malaysia, early childhood programs are in line with national and local public policies. The National Education Blueprint targets racial polarization in the school system with...
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...The impact of early education as a strategy in countering socio-economic disadvantage Research paper for Ofsted’s ‘Access and achievement in education 2013 review’ Professor Chris Pascal and Professor Tony Bertram UK Research Team: Sean Delaney, Selma Manjee, Marjory Perkins and Manja Plehn International Research Team: Alice Bennett, Carol Nelson, Sarina Razzak and Maureen Saunders Centre for Research in Early Childhood (CREC) © Centre for Research in Early Childhood (CREC) 2013 The views expressed in this report are the authors’ and do not necessarily reflect those of Ofsted. Any enquiries regarding this publication should be sent to Elizabeth Boulton at publishing@ofsted.gov.uk or Aviation House, 125 Kingsway, London WC2 6SE This publication is available at www.ofsted.gov.uk/accessandachievement. No. 130155-RR-005 In June 2012, Sir Michael Wilshaw, HMCI, stated his determination to address the issue of narrowing the gap of educational achievement between disadvantaged pupils and others. To support this intention, The Centre for Research in Early Childhood has been commissioned by OfSTED to conduct a review looking at the impact of Early Childhood Education (ECE) initiatives to combat social and economic disadvantage, both in the UK and internationally. This paper: Examines the impact of nati...
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...Early Childhood Development and Social Inequalities by all families should have the same opportunities to live a descent life. But due to the backgrounds of some families, and children, they may not have a chance for this. There are certain risk factors that have a bearing on social inequalities in health, and particularly those that are prone to preventative intervention. There are many that I could talk about, but I have picked out four of these factors to talk about. They are biological factors, family and social factors, parenting factors, and attachment. Even these I feel that I will not be able to cover completely, because there is only a certain part we see, and then there is the that is kept hidden from all. There are many factors that influence the development and social inequalities in a child’s life. These include biological, family and social factors, parenting factors, attachment, and the way non-maternal care is influenced. All of these are risk factors that are likely to have a bearing on the child’s social inequalities on their health. The biological factors include premature birth, low birth weight, and a serious medical illness. The significantly influence and infants growth. “Low birth weight, less than 2500 grams, has a prevalence of 6 percent in white middle-class U.S. women, and 15 percent in ethnic minority teenagers. These teenagers tend to be single mothers.” At the Infant Health and Development Project, they found that in a large amount of premature infants...
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...Review Three Cases of Child Abuse When it comes to protecting children, the family plays a central role, particularly during the child’s earliest days. Children are also part of a broader community where their relationships, engagement, and roles deepen over time and take on increased significance. For this reason, protecting children is both a private and a public responsibility. It is by looking at the history of childhood that we make our judgements about child abuse today. History is used as a means of casting light on present issues. Some people feel that whatever is happening today is an improvement on the past, while others look at past centuries through rose- coloured spectacles. (Walker, P. 2005) Understanding how abuse and neglect should be defined is not simply an academic issue. Child abuse is a culturally defined phenomenon. Sullivan, P. (2006) commented on ‘the rights of a child to be protected from parents unable to cope at a level assumed to be reasonable by the society in which they reside’. Child protection system aims to prevent situations that can result in a child or young person aged sixteen and under experience abuse that puts them in danger of not developing appropriately or losing their life (Save the Children UK, 2008). The abuse can fall under the category of child abuse which could be in form of neglect, emotional, physicals and sexual, (Woolfson et al 2009). Severe child maltreatment is conventionally defined within child protection practice...
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...environmental case management services. Additionally, through these funds DPH maintains the state’s lead surveillance system by recording, receiving, analyzing and reporting blood lead levels on an annual basis to the local agencies. Also, they target pediatric practices with low lead screening rates and give the physicians on-site training, and oversee the activities of the local and regional health departments by keeping track of outreach, environmental investigations, and lead abatements (LAMPP Project- Connecticut Children’s Medical Center, n.d.). The Lead Poisoning and Regional Treatment Center...
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...structure of education from early years to post compulsory education. 1a) Summarise entitlement and provision for early years. Early year’s education is for children aged 3-5 years of age. It is used in nurseries and reception classes. Children aged 3 and 4 in England get 15 hours a week free education that the government funds to local authorities to make sure every child receives this before reaching school age. Early years provision is supporting young children. Learning through play is the key element and is used more in early years than a formal education. This is because play shows to be more helpful in a child’s early development. 1b) Explain the characteristics of the different types of school in relation to educational stages and governance. There are 4 types of mainstream state school community, foundation and trust, voluntary and specialist. These 4 types follow the national curriculum. Other types include Independent/Free schools and academies; these don’t have to follow the curriculum and are governed in different ways. Community schools Run and owned by local authorities and not by their governing body. The local authority will usually determine the admissions policy and support the school in looking at ways to develop links within the local community. They also provide support services to the school. Some community schools, local groups use school facilities to hold classes of their own. Foundation and trust schools Foundation schools are run by their own governing...
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