...Form “Bright from the Start: Georgia Department of Early Care and Learning is proud to support Georgia’s early care and education professionals through the FIRST program. This limited-time program is intended to help boost standards in our state while at the same time providing individuals an incentive to achieve a first-time credential in the field of early care and education. We also encourage FIRST recipients to enhance and continue their journey in professional development with the Department’s SCHOLARSHIPS & INCENTIVES programs.” --Holly A. Robinson, Commissioner The FIRST program is Georgia’s First-time Incentive to Raise Standards for Teachers. The FIRST incentive is for an individual who attains his or her first valid early care and education or school-age care credential from an eligible institution. Eligible credentials are the Child Development Associate (CDA) credential, the Technical Certificate of Credit (TCC), the Technical College Diploma (TCD), and the Associate Degree if earned between September 1, 2009 and February 28, 2011. Deadline extended to 7/1/2011 To Pre-Qualify for F I R S T ✓ ❑ program of study leading to your first early childhood education (ECE) credential or degree. Those qualifying are: • Child Development Associate (CDA) issued by the Council for Professional Recognition, or • Technical Certificate of Credit (TCC), or • Technical College Diploma (TCD) or You must be pursuing an early childhood education ✓ ❑ September 1, 2009 and February 28,...
Words: 1602 - Pages: 7
...Harvard Graduate School of Education HARVARD FAMILY RESEARCH PROJECT NO. 1 in a series SPRING 2006 Family Involvement IN EARLY CHILDHOOD EDUCATION The family seems to be the most effective and economical system for fostering and sustaining the child’s development. Without family involvement, intervention is likely to be unsuccessful, and what few effects are achieved are likely to disappear once the intervention is discontinued.1 —Urie Bronfenbrenner This brief is dedicated to Urie Bronfenbrenner (1917–2005) whose pioneering research influenced the work of Harvard Family Research Project. Introduction Family involvement matters for young children’s cognitive and social development. But what do effective involvement processes look like, and how do they occur? This research brief summarizes the latest evidence base on effective involvement—that is, the research studies that link family involvement in early childhood to outcomes and programs that have been evaluated to show what works. The conceptual framework guiding this research review is complementary learning. Harvard Family Research Project (HFRP) believes that for children and youth to be successful from birth through adolescence, there must be an array of learning supports around them. These learning supports include families, early childhood programs, schools, outof-school time programs and activities, higher education, health and social service agencies, businesses,...
Words: 7085 - Pages: 29
...learning process the child senses the importance of education. Early childhood educators need to reach out to families in order to engage them in their children's education. In order to do this, educators must first understand the challenges modern families face. Family dynamics have had drastic changes over the last several decades. “These changes include: Families are more diverse in structure and style, spend less time together, are poorer, need more schooling than ever in history, are more likely to be single, and have shifted their value base to be more protective of their children (Knopf & Swick 2008 pg 419). Families are also faced with other aspects including multi-generation households, higher economy, greater demands and longer hours at work, technological advances and society's changes. Longer life spans have created the condition of parents caring for their parents and their children, sometimes causing financial and time constraints that didn't exist in society before. The work force is also more demanding of it's workers requiring more education and training than ever before (Knopf & Swick 2008 pg 420 as cited in Coontz 1997). Parents feel a tug between providing for their families in this tough economy by working long demanding hours and spending quality time with their family. This tug is further complicated by the juggling act parent do between multiple children, career, education and home. “Whatever parents do they are likely to have a sense of guilt...
Words: 1304 - Pages: 6
...214 WEEK 5 FINAL PROJECT PRESENTATION To purchase this visit here: http://www.activitymode.com/product/ece-214-week-5-final-project-presentation/ Contact us at: SUPPORT@ACTIVITYMODE.COM ECE 214 WEEK 5 FINAL PROJECT PRESENTATION As a teacher, you have the opportunity to share the knowledge you have gained in this course with your colleagues to support a collaborative approach to shared health, nutrition, and safety goals. For your Final Project, you will create a presentation for other educators in your center that is focused on the development of a program valuing health, nutrition, and safety. For this presentation, imagine you are part of a team of teachers at an early childcare setting working toward accreditation through the National Association for the Education of Young Children (NAEYC). As part of this lengthy process, you have been tasked with the creation of a professional development training for teachers focused on enhancing effective health, nutrition, and safety practices at your center. Use the knowledge you have gained in this course, as well as practical application and research to support your presentation. You can be creative for this project, but you must include the following: 1. Introduction that states the purpose of the presentation 2. Summary of what will be covered in the presentation 3. Health (five to six slides/pages) 1. Explain what this component includes in the early childhood classroom. 2. Describe two to three strategies to support...
Words: 1339 - Pages: 6
...purchase this visit here: http://www.activitymode.com/product/ece-313-week-5-final-project/ Contact us at: SUPPORT@ACTIVITYMODE.COM ECE 313 WEEK 5 FINAL PROJECT The Final Project will illustrate how family-centered programs, theories, and concepts support the early childhood classroom and the child’s family. The family-centered approach asserts that family involvement is important for a young child’s cognitive and social development. The Final Project, which will be presented via PowerPoint, will address the following scenario: You are the director of a preschool program that serves children ages three to five. You are giving a presentation to teachers and parents to encourage partnerships in the education of the whole child. The objective of your presentation is to encourage adaptive skills and to facilitate strategies in which to maximize these abilities that can be taught in the classroom and extended at home. Address the following points: 1. Self-help skills. 2. Pro-social skills. 3. Self-regulation skills. For each of the three skill-sets: 1. Explain the desired skills and how they relate to the classroom and home. 2. Identify and discuss two to three strategies for teaching the skill-set to children in the classroom. 3. Explain how you will help parents to utilize the strategies to reinforce the desired ability at home. 4. Identify and describe a resource (either community or web-based) for the parents to use to continue their learningat home. The PowerPoint...
Words: 1497 - Pages: 6
...University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Open Access Theses and Dissertations from the College of Education and Human Sciences 11-16-2012 Education and Human Sciences, College of (CEHS) Family Environment and School Environment as Predictors for Physical Aggression in Low-Income Children Xiaoyu Li University of Nebraska-Lincoln, whulucy@gmail.com Follow this and additional works at: http://digitalcommons.unl.edu/cehsdiss Part of the Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons Li, Xiaoyu, "Family Environment and School Environment as Predictors for Physical Aggression in Low-Income Children" (2012). Open Access Theses and Dissertations from the College of Education and Human Sciences. Paper 164. http://digitalcommons.unl.edu/cehsdiss/164 This Article is brought to you for free and open access by the Education and Human Sciences, College of (CEHS) at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Open Access Theses and Dissertations from the College of Education and Human Sciences by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. FAMILY ENVIRONMENT AND SCHOOL ENVIRONMENT AS PREDICTORS FOR PHYSICAL AGGRESSION IN LOW-INCOME CHILDREN by Xiaoyu Li A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Science Major:...
Words: 9400 - Pages: 38
...Comparing Standards Educators use standards to gauge where their students are developmentally. In early childhood, there are three main standards NAYCE Standards, Head Start Standards, and Ohio Early Learning Standards and. All these standards are guidelines to help teachers and parents determine development and to hold educators accountable for the job of educating children. Along with similarities there are also differences and they will be explored in this paper. Starting with NAYCE standards, the main similarity with the other two documents (Head Start and Ohio Early Learning Standards), is the fact that the standards hold professionals accountable and it presents a frame work for making quality programs. For instance, the...
Words: 798 - Pages: 4
... Early intervention services are designed to ease the anxiety by providing resources’ and solutions to help parents. In addition, developmental delays can be helped through early intervention in the physical health, cognitive, communication, social/emotional skills. Young children develop at faster rate during the first five years which during the years their brains are open and ready to learn. Only through early identification and appropriate programming can children develop their highest potential. When a child does not get early intervention- they can be at risk with learning skills later in life. Early intervention services will increase the child's developmental and educational gains, increasing his or her eligibility for future employment and self-sufficiency. The programs offer services such as speech therapy, vision services and physical therapy. The programs also provide support and assistance to the family and maximize the child’s development to society. Parents are educated about the health and nutrition needs of their children. Intervening early with a special need child can enhance the child’s skills. To strengthen cognitive development early educational activities can improve social skills. Children can benefit early intervention education programs that provide child development services. Parents can receive education through home visits, center based settings focus on providing early childhood education. Benefits of programs for early childhood interventions...
Words: 352 - Pages: 2
...Program portion of the Individuals with Disabilities Education Act (IDEA) addresses the area of the development of infants and toddlers with disabilities. The thought behind this program was to reduce educational costs by providing early intervention services to children with disabilities before they reach school age. The intention was to encourage the collaboration of agencies that provide health, education, and human services. The neural circuits which are a part of the brain that creates the foundation for learning, behavior, and health, are most susceptible to change during the first three years of life. In order to intercept and encourage the effectiveness of intervention, early diagnosis and identification is critical. Extreme poverty, abuse and neglect, or severe maternal depression leads to damage that can have a life time effect in learning, behavior, and physical and mental health. Intervention in these areas can provide education and resources for proper nutrition, health and mental health screenings. Positive early experiences strengthens the brain while early social and emotional development provides a firm foundation for the building of cognitive and language skills. (Goode, Diefondorf, and Colgan, 2011). Recognizing early childhood is a distinct period prime for intervention, IDEA requires all states and localities to develop a system of services to target this age group. This requirement is to reduce the need of, or reduce the amount of, special education services...
Words: 1404 - Pages: 6
...WEEK 5 FINAL PROJECT To purchase this visit here: http://www.activitymode.com/product/ece-312-week-5-final-project/ Contact us at: SUPPORT@ACTIVITYMODE.COM ECE 312 WEEK 5 FINAL PROJECT Many parents begin their child’s program search via the Internet. Therefore, your program’s website plays a very important role in communicating a first impression to families. Many prospective parents use the Internet to help them identify possible early childhood programs in their geographic area, and then choose which programs they would like to visit or learn more about based on the information they find online. This is your opportunity to market your program. An attractive and well-designed website should be easy to read. Visitors to the site should be able to find the information they need quickly, with just a few clicks of a mouse. Please review the following childcare centers’ websites: 1. Bright Horizons 2. Childcare Network For your Final Project, you will create the appearance of a website for your own childcare program and facility using either PowerPoint or Prezi. For example, if you utilize PowerPoint, each slide will represent what would typically be seen on a page within a website. If you utilize Prezi, each featured point will communicate that information. Your “website” will be targeted toward prospective parents and must include all of the following elements: 1. Name of program (title) 2. Locationa. Is the program near their home or workplace? b. Is it easy to get...
Words: 1531 - Pages: 7
...| Early Childhood Qualifications Fund | | Application Form | Personal Information | Title: Family Name: Given Names: | | Date of Birth: / / Gender: Male Female | | Are you an Australian citizen or a permanent resident of Australia? Yes No | | Are you of Aboriginal or Torres Strait Islander origin? Yes No | | Do you speak a language other than English at home Yes No No | | If yes, what language do you speak? | Address and Contact Information | Postal Address | | Address: | | Suburb: State: Postcode: | | Permanent Address Same as above | | Address: | | Suburb: State: Postcode: | | Home Telephone: Work Telephone: | | Mobile Telephone: | | Email Address: | Details of Current Employment | Current Position Title (e.g. early childhood educator): | | What is your employment status: permanent full-time permanent part-time contract casual | | Name of Service: | | Service Telephone Number: | | Service Email Address: | | Service Address: | | Name and Title of Contact Person at your service(e.g. centre coordinator) | Application Form (cont.) | Details of Employment | What date did you commence your current position? | | How long have you worked in your current position? | | How many hours per week do you work at your current service? | | Over your entire working history...
Words: 1185 - Pages: 5
...Interview of an Early Childhood Teacher Patricia Cole ECE 101 Pathways to teaching young children: An Introduction to Early Childhood Education Darlene Newcomb April 15, 2013 Interview of an Early Childhood Teacher Today is April 5, 2013 at Inca Head Start with patsy Beasley. Patsy has agreed to take time out of her busy schedule to help us understand her thoughts and outlooks of her job as a three year old teacher. Patsy started her career in early childhood education about forty one years ago. She has been with her present job about fifteen years. She taught in Stockton California for about twenty six years before her family moved to Oklahoma. She has been in early education since 1972 and requirements were a high school diploma and an early childhood certificate. She later received her associate’s degree while she still lived in California. Soon after moving to Oklahoma she started working for Inca Head Start and in the last several years there were talk about all early education teachers would need to have a bachelor’s degree. She once again went back to college and attained here bachelor’s degree in early childhood education. There are several competences that are necessary to work as a teacher for Inca Head Start. I as a teacher am responsible for planning all classroom activities and overseeing other staff in my room. I am responsible for teaching age appropriate learning skills according to the individual child’s abilities. I am to encourage and assist parents...
Words: 1173 - Pages: 5
...To purchase this tutorial copy and paste link in your browser. ECE 405 Entire Course ECE 405 Week 1 DQ 1 Teaching Respect for Cultural Diversity Poster Teaching Respect for Cultural Diversity Poster. Twenty first century early childhood classrooms in the United States are filled with culturally diverse students. As an early childhood educator, you can help prepare this future generation of children to succeed in school. Chapter 1 of the textbook describes different strategies educators can use to support children in their classroom success. ECE 405 Week 1 ePortfolio Submission 1 Culturally Relevant Methods ePortfolio Submission 1: Culturally Relevant Methods. Throughout this course you will develop an ePortfolio that includes evidence of your cultural competence in each of the following areas: § CulturallyRelevantMethods § Anti-BiasCurriculum § DiverseFamilyStructures § MulticulturalEducation Using Chapters 1 and 2 of your text and at least one additional scholarly source, compile a list of 20 culturally competent strategies for English language learners (ELLs). At least five of your strategies should be appropriate for infants/toddlers, five strategies should be appropriate for preschool, and five strategies should be appropriate for early elementary age. You may select the age level for the five remaining strategies. ECE 405 Week 2 DQ 1 Culturally Relevant and Anti-Bias Classroom Culturally Relevant and Anti-Bias Classroom. Teachers can be genuine in their efforts...
Words: 1661 - Pages: 7
...Gratefully, psychology has evolved since the early to middle 1900’s. At that time, according to the American Psychological Association, researchers believed that people who lived in poverty were inherently less intelligent than those who were wealthier. By the early 1960’s, this thinking had begun to change as revolutionary new-age psychologists like J. McVicker Hunt and Benjamin Bloom offered the notion that cognitive abilities could be affected, even altered, by one’s surroundings. Researchers began studying this theory, supporting that cognitive abilities could be altered by intervening early and attending especially to the physical and psychological development. Thanks to President Lyndon B. Johnson in 1965, at-risk children were afforded opportunities not previously available and, more often, not affordable to their families. With this, a planning committee, including several aspects of development: physical and mental health, early education, social work, and developmental psychology, designed a program intended to give poor children the same benefit as their wealthier counterparts when they started kindergarten (where available) or the first grade. The federal program that was later named Head Start was created; its goal was primarily to end generational poverty. This program was a radical overhaul of traditional schooling. The developmental psychologists, Urie Bronfenbrenner and Edward Zigler served on this committee. This is important because a key component of what...
Words: 964 - Pages: 4
...The following requirements apply to both centers and homes. Transportation Child care centers or family child care homes providing transportation for children must meet all motor vehicle laws, including inspection, insurance, license, and restraint requirements. Children may never be left alone in a vehicle and child-staff ratio must be maintained. Records Centers and homes must keep accurate records such as children's attendance, immunizations, and emergency phone numbers. A record of monthly fire drills practiced with safe evacuation of children must also be maintained. A safe sleep policy must be developed and shared with parents if children younger than 12 months are in care. Discipline Each program must have a written policy on discipline, must discuss it with parents, and must give parents a copy when the child is enrolled. Changes in the discipline policy must be shared with parents in writing before going into effect. Corporal punishment (spanking, slapping, or other physical discipline) is prohibited in all centers and family child care homes. Religious-sponsored programs which notify the Division of Child Development and Early Education that corporal punishment is part of their religious training are exempt from that part of the law. Parental Rights Parents have the right to enter a family child care home or center at any time while their child is present. Parents have the right to see the license displayed in a prominent place. Parents have the right to know how...
Words: 1912 - Pages: 8
