a Work Product that is divided in to two parts. In Part I, you will describe the “NAEYC Early Childhood Program Standards and Accreditation Criteria” (Document #3) and “NAEYC Engaging Diverse Families Project Program Self-Assessment Checklist” (Document #4), and explain how these tools can be used in assessment, and in the case of the Accreditation Criteria, to support program quality.
In order to complete Part II, in which you evaluate an early childhood program, you will need to arrange a visit to a NAEYC-accredited program and interview the director. The Walden University Letter (Document #1) is a letter you can provide to the director explaining the purpose of your visit. You can find a list of accredited programs in your community
here
.
Explain that you are learning about program standards and practices supporting families and how to evaluate early childhood programs. Share the “NAEYC Early Childhood Program Standards and Accreditation Criteria Overview” (Document #2), the “NAEYC Engaging Diverse Families Project Program Self-Assessment Checklist,” (Document #4), and explain that you will be looking for evidence of Standard 7 and two additional standards you choose. Ask the director to meet with you to review the documents and to explain why s/he believes the accreditation process helps to ensure quality in early childhood settings. Obtain permission to spend a day at the school, visiting in classrooms and observing children and teachers in action. Explain that you will not identify the program or any personnel or children by name, nor will you take any pictures. As you conduct your observations, take notes about what you observe and mark your findings on the “NAEYC Early Childhood Program Standards and Accreditation Criteria” (Document #3) and the “NAEYC’s Engaging Diverse Families Self-Assessment Checklist” (Document #4).
Remember, early childhood programs are not evaluated based on a single visit. You will not be able to observe evidence of all criteria during your observation. The goal of this assessment is to provide you with practice in identifying evidence related to program quality. Please keep this in mind as you conduct your observation and complete this Assessment.
NEED DONE ASAP
EP 004 Work Product “Evaluating Program Quality”
Part I: Program Assessment Tools
Access the following to complete this Assessment:
· Document #1:
Walden Field Letter
. You may wish to provide the program you choose with this letter from Walden University’s Program Director for the Master of Science in Early Childhood Studies.
· Document #2:
NAEYC Early Childhood Program Standards and Accreditation Criteria
Overview
· Document #3: NAEYC Early Childhood Program Standards and Accreditation Criteria
· Document #4:
NAEYC’s Engaging Diverse Families Self-Assessment Checklist
· Website:
NAEYC Accredited Program Search
Review the “NAEYC’s Early Childhood Program Standards and Accreditation Criteria” (Document #3) and the “NAEYC Engaging Diverse Families Project Program Self-Assessment Checklist” (Document #4) provided as part of this Work Product. In a 1- to 2-page paper:
1. Explain the purpose of the “NAEYC Early Childhood Program Standards and Accreditation Criteria” and the importance of using them to for assessing program quality.
2. Explain how the “NAEYC Engaging Diverse Families Self-Assessment Checklist” is a useful tool in program evaluation.
Part II: Using Accreditation Standards to Evaluate an Early Childhood Program
After identifying an NAEYC accredited center and conducting your observations and interviews, you will develop a compilation of strengths and opportunity based on your results. Develop a list of what was marked as “Yes” and “No” across each instrument, and compile and overall list of what you see as the programs overall strengths and areas of opportunity.
Share your evaluation with the director of the center or a colleague. The colleague could be another student engaged in this competency or a colleague in the early childhood profession. Collaborate with him or her to develop at least two recommendations to strengthen or improve this program. Based on your interviews, notes, observations, and collaboration, write a 6- to 8-page paper that includes the following:
1. A narrative evaluation of the program’s quality in relation to Standard #7, “Families,” and the two additional standards you chose. Your evaluation should describe areas of strength and opportunity for this program. Support your evaluation with specific evidence related to “NAEYC Program Standards and Accreditation Criteria,” your observations, and your interviews.
2. At least two recommendations you have for this program based on the standards. Your recommendations must be grounded in the professional knowledge base.
3. An evaluation of your collaboration experience, including a description of the skills or tools you used to collaborate. How did your work with the director or colleague inform the development of your recommendations?
To Whom It May Concern:
As part of the program completion requirements, students in the Walden University Master of Science
in Early Childhood Studies program must demonstrate competencies related to many aspects of
professional practice in the early childhood field, such as knowledge of the child development
continuum, culturally responsive practices, and planning developmentally appropriate curriculum.
In order to fulfill these competencies, students need to interview early childhood professionals and
observe in a variety of early childhood settings.
Walden University does not perform background checks on its students; therefore, if your establishment
is willing to host student observers, it will be important for your faculty and/or staff to ensure proper
safeguards are in place to limit or prevent unsupervised contact with the minor children enrolled in your
establishment. Please be aware that at no time during these observations will students need to be in
direct contact with or have supervision over any children in your program.
Thank you for your support.
Best Regards,
Stacy Ness, PhD
Program Director: Early Childhood Studies and Tempo Learning
School of Education and Professional Licensure
100 Washington Avenue South, Suite 900
Minneapolis, MN 55401
Email: stacy.ness@mail.waldenu.edu
mailto:stacy.ness@mail.waldenu.edu
http://www.waldenu.edu/Colleges-and-Schools/College-of-Education-and-Leadership.htm
http://caepnet.org/
Overviewof the NAEYC
Early Childhood Program Standards
© 2008. National Association for the Education of Young Children. This document may be reproduced for use by
programs seeking or maintaining NAEYC Accreditation. All other rights reserved. For more information, visit
www.naeyc.org/academy.
1. Relationships
Program Standard: The program promotes positive relationships among all children and adults
to encourage each child’s sense of individual worth and belonging as part of a community and to
foster each child’s ability to contribute as a responsible community member.
Rationale: Positive relationships are essential for the development of personal responsibility,
capacity for self-regulation, for constructive interactions with others, and for fostering academic
functioning and mastery. Warm, sensitive, and responsive interactions help children develop a
secure, positive sense of self and encourage them to respect and cooperate with others. Positive
relationships also help children gain the benefits of instructional experiences and resources.
Children who see themselves as highly valued are more likely to feel secure, thrive physically,
get along with others, learn well, and feel part of a community.
2. Curriculum
Program Standard: The program implements a curriculum that is consistent with its goals for
children and promotes learning and development in each of the following areas: social,
emotional, physical, language, and cognitive.
Rationale: A curriculum that draws on research assists teachers in identifying important
concepts and skills as well as effective methods for fostering children’s learning and
development. When informed by teachers’ knowledge of individual children, a well-articulated
curriculum guides teachers so they can provide children with experiences that foster growth
across a broad range of developmental and content areas. A curriculum also helps ensure that
the teacher is intentional in planning a daily schedule that (a) maximizes children’s learning
through effective use of time, materials used for play, self-initiated learning, and creative
expression as well as (b) offers opportunities for children to learn individually and in groups
according to their developmental needs and interests.
3. Teaching
Program Standard: The program uses developmentally, culturally, and linguistically appropriate
and effective teaching approaches that enhance each child’s learning and development in the
context of the program’s curriculum goals.
Rationale: Teaching staff who purposefully use multiple instructional approaches optimize
children’s opportunities for learning. These approaches include strategies that range from
structured to unstructured and from adult directed to child directed. Children bring to learning
environments different backgrounds, interests, experiences, learning styles, needs, and
capacities. Teachers’ consideration of these differences when selecting and implementing
instructional approaches helps all children succeed. Instructional approaches also differ in their
effectiveness for teaching different elements of curriculum and learning. For a program to
address the complexity inherent in any teaching- learning situation, it must use a variety of
effective instructional approaches. In classrooms and groups that include teacher assistants or
teacher aides and specialized teaching and support staff, the expectation is that these teaching
staff work as a team. Whether one teacher works alone or whether a team works together, the
instructional approach creates a teaching environment that supports children’s positive learning
and development across all areas.
Overview of the NAEYC
Early Childhood Program Standards
© 2008. National Association for the Education of Young Children. This document may be reproduced for use by
programs seeking or maintaining NAEYC Accreditation. All other rights reserved. For more information, visit
www.naeyc.org/academy.
4. Assessment of Child Progress
Program Standard: The program is informed by ongoing systematic, formal, and informal
assessment approaches to provide information on children’s learning and development. These
assessments occur within the context of reciprocal communications with families and with
sensitivity to the cultural contexts in which children develop. Assessment results are used to
benefit children by informing sound decisions about children, teaching, and program
improvement.
Rationale: Teachers’ knowledge of each child helps them to plan appropriately challenging
curricula and to tailor instruction that responds to each child’s strengths and needs. Further,
systematic assessment is essential for identifying children who may benefit from more intensive
instruction or intervention or who may need additional developmental evaluation. This
information ensures that the program meets its goals for children’s learning and developmental
progress and also informs program improvement efforts.
5. Health
Program Standard: The program promotes the nutrition and health of children and protects
children and staff from illness and injury.
Rationale: To benefit from education and maintain quality of life, children need to be as healthy
as possible. Health is a state of complete physical, oral, mental, and social well-being and not
merely the absence of disease or infirmity (World Health Organization 1948). Children depend on
adults (who also are as healthy as possible) to make healthy choices for them and to teach them
to make healthy choices for themselves. Although some degree of risk taking is desirable for
learning, a quality program prevents hazardous practices and environments that are likely to
result in adverse consequences for children, staff, families, or communities.
6. Teachers
Program Standard: The program employs and supports a teaching staff that has the
educational qualifications, knowledge, and professional commitment necessary to promote
children’s learning and development and to support families’ diverse needs and interests.
Rationale: Children benefit most when their teachers have high levels of formal education and
specialized early childhood professional preparation. Teachers who have specific preparation,
knowledge, and skills in child development and early childhood education are more likely to
engage in warm, positive interactions with children, offer richer language experiences, and create
more high-quality learning environments. Opportunities for teaching staff to receive supportive
supervision and to participate in ongoing professional development ensure that their knowledge
and skills reflect the profession’s ever-changing knowledge base.
Overview of the NAEYC
Early Childhood Program Standards
© 2008. National Association for the Education of Young Children. This document may be reproduced for use by
programs seeking or maintaining NAEYC Accreditation. All other rights reserved. For more information, visit
www.naeyc.org/academy.
7. Families
Program Standard: The program establishes and maintains collaborative relationships with
each child’s family to foster children’s development in all settings. These relationships are
sensitive to family composition, language, and culture.
Rationale: Young children’s learning and development are integrally connected to their families.
Consequently, to support and promote children’s optimal learning and development, programs
need to recognize the primacy of children’s families, establish relationships with families based on
mutual trust and respect, support and involve families in their children’s educational growth, and
invite families to fully participate in the program.
8. Community Relationships
Program Standard: The program establishes relationships with and uses the resources of the
children’s communities to support the achievement of program goals.
Rationale: As part of the fabric of children’s communities, an effective program establishes and
maintains reciprocal relationships with agencies and institutions that can support it in achieving
its goals for the curriculum, health promotion, children’s transitions, inclusion, and diversity. By
helping to connect families with needed resources, the program furthers children’s healthy
development and learning.
9. Physical Environment
Program Standard: The program has a safe and healthful environment that provides
appropriate and well-maintained indoor and outdoor physical environments. The environment
includes facilities, equipment, and materials to facilitate child and staff learning and development.
Rationale: The program’s design and maintenance of its physical environment support high-
quality program activities and services as well as allow for optimal use and operation. Well-
organized, equipped, and maintained environments support program quality by fostering the
learning, comfort, health, and safety of those who use the program. Program quality is enhanced
by also creating a welcoming and accessible setting for children, families, and staff.
10. Leadership and Management
Program Standard: The program effectively implements policies, procedures, and systems that
support stable staff and strong personnel, fiscal, and program management so all children,
families, and staff have high quality experiences.
Rationale: Excellent programming requires effective governance structures, competent and
knowledgeable leadership, as well as comprehensive and well functioning administrative policies,
procedures, and systems. Effective leadership and management create the environment for high-
quality care and education by
• Ensuring compliance with relevant regulations and guidelines;
• promoting fiscal soundness, program accountability, effective communication, helpful
consultative services, positive community relations, and comfortable and supportive
workplaces;
• maintaining stable staff; and
• instituting ongoing program planning and career development opportunities for staff as well
as continuous program improvement.
Sheet1
Program Self-Assessment Checklist | |||||||||||||||||||||||||||||||||||||||||||||||
NAEYC’s Engaging Diverse Families Project | |||||||||||||||||||||||||||||||||||||||||||||||
Family participation in decision making and goal setting. Our program invites families to actively take part in making decisions concerning their children’s education. Our staff collaborate with families to set goals for children’s education and learning both at home and at school. | |||||||||||||||||||||||||||||||||||||||||||||||
Feature | Yes | Yes, but… | No | No, but… | Don’t know | Not applicable | Comments, examples, sources of evidence | ||||||||||||||||||||||||||||||||||||||||
We ask families about their hopes and expectations for their child either in writing or in person | |||||||||||||||||||||||||||||||||||||||||||||||
We conduct parent-teacher conferences at least twice a year | |||||||||||||||||||||||||||||||||||||||||||||||
During conferences, teachers and families jointly set goals for children’s education and learning at home and at school | |||||||||||||||||||||||||||||||||||||||||||||||
Teachers and families regularly share information and discuss children’s progress toward achieving goals | |||||||||||||||||||||||||||||||||||||||||||||||
Teachers plan and implement a curriculum that supports each child’s development and growth | |||||||||||||||||||||||||||||||||||||||||||||||
Two-way communication. Strategies allow for both school- and family-initiated communication that is timely and continuous. Conversations focus on a child’s educational experience as well as the larger program. Communication takes multiple forms and reflects each family’s language preference. | |||||||||||||||||||||||||||||||||||||||||||||||
Program offers multiple ways of communicating: | |||||||||||||||||||||||||||||||||||||||||||||||
We ask families to indicate their preferred mode(s) of communication | |||||||||||||||||||||||||||||||||||||||||||||||
We document communication and/or contact with families to track effectiveness (e.g., using the Family Checklist) | |||||||||||||||||||||||||||||||||||||||||||||||
We conduct home visits | |||||||||||||||||||||||||||||||||||||||||||||||
Staff engage families in face-to-face conversations at drop-off and pickup times | |||||||||||||||||||||||||||||||||||||||||||||||
We initiate conversations by phone or through e-mail, as needed | |||||||||||||||||||||||||||||||||||||||||||||||
We create bulletin boards that are informative, up-to-date, and interactive (e.g., sign-ups) | |||||||||||||||||||||||||||||||||||||||||||||||
We provide written daily or weekly communication about the child’s activities | |||||||||||||||||||||||||||||||||||||||||||||||
We pass journals or logs between home and school | |||||||||||||||||||||||||||||||||||||||||||||||
We send e-mail updates to families | |||||||||||||||||||||||||||||||||||||||||||||||
We use online technology to communicate with families (e.g., on the program website, in blogs about classroom activities, through photo-sharing sites, etc.) | |||||||||||||||||||||||||||||||||||||||||||||||
We encourage families to use online groups/listservs to communicate with one another | |||||||||||||||||||||||||||||||||||||||||||||||
We regularly share new photos of classroom activities | |||||||||||||||||||||||||||||||||||||||||||||||
Program environment is welcoming to families: | |||||||||||||||||||||||||||||||||||||||||||||||
We post and update information about staff (e.g., bios, background, photos, etc., on a bulletin board) | |||||||||||||||||||||||||||||||||||||||||||||||
We ensure that communications (written and verbal) are inclusive of all family constellations | |||||||||||||||||||||||||||||||||||||||||||||||
We schedule one-to-one enrollment sessions | |||||||||||||||||||||||||||||||||||||||||||||||
We offer an orientation session for families | |||||||||||||||||||||||||||||||||||||||||||||||
We provide interpreter services as needed | |||||||||||||||||||||||||||||||||||||||||||||||
We translate written materials as needed | |||||||||||||||||||||||||||||||||||||||||||||||
We provide child care for events or include younger and older siblings in activities | |||||||||||||||||||||||||||||||||||||||||||||||
We provide or arrange for meals/snacks at events | |||||||||||||||||||||||||||||||||||||||||||||||
We invite all family members to events and activities | |||||||||||||||||||||||||||||||||||||||||||||||
We set aside physical space for family use (e.g., a lounge area with adult-size furniture) | |||||||||||||||||||||||||||||||||||||||||||||||
We require staff to wear nametags | |||||||||||||||||||||||||||||||||||||||||||||||
We create a family directory | |||||||||||||||||||||||||||||||||||||||||||||||
We maintain an open-door policy | |||||||||||||||||||||||||||||||||||||||||||||||
We post signs clearly showing classroom locations, etc. | |||||||||||||||||||||||||||||||||||||||||||||||
Signs and other forms of written print are in families’ home languages and in English (e.g., we label classroom shelves, welcome signs, bulletin boards in multiple languages) | |||||||||||||||||||||||||||||||||||||||||||||||
Reciprocal relationships. Our program and families benefit from shared resources and information. We invite families to share their unique knowledge and skills and encourage active participation in the life of the school. Teachers seek information about children’s lives, families, and communities and integrate this information into their curriculum and instructional practices. | |||||||||||||||||||||||||||||||||||||||||||||||
Program encourages families to share their knowledge and skills: | |||||||||||||||||||||||||||||||||||||||||||||||
We provide a list of jobs and/or ideas for volunteer opportunities | |||||||||||||||||||||||||||||||||||||||||||||||
We inventory parent skills and talents | |||||||||||||||||||||||||||||||||||||||||||||||
Family skills, talents, and financial means are matched with program need | |||||||||||||||||||||||||||||||||||||||||||||||
We host social/fun events and activities | |||||||||||||||||||||||||||||||||||||||||||||||
We ask about a child’s life, family, and community (e.g., cultural, ethnic, and religious background and traditions; important people and pets; etc.) at enrollment and throughout the year | |||||||||||||||||||||||||||||||||||||||||||||||
We ask families for ideas for incorporating their language, culture, and community into the curriculum | |||||||||||||||||||||||||||||||||||||||||||||||
We encourage families to contribute knowledge, skills, talents, and materials (e.g., music, crafts, games, toys, books, clothing, photographs, etc.) to the program | |||||||||||||||||||||||||||||||||||||||||||||||
We integrate information about children’s lives, families, and communities into: | |||||||||||||||||||||||||||||||||||||||||||||||
a. curriculum webs | |||||||||||||||||||||||||||||||||||||||||||||||
b. daily/weekly classroom schedules | |||||||||||||||||||||||||||||||||||||||||||||||
c. books, toys, posters, dramatic play, classroom props, photos, etc. | |||||||||||||||||||||||||||||||||||||||||||||||
d. menus | |||||||||||||||||||||||||||||||||||||||||||||||
Learning activities at home and in the community. Our program uses learning activities at home and in the community to enhance each child’s early learning and encourage and support families’ efforts to create a learning environment beyond the program. | |||||||||||||||||||||||||||||||||||||||||||||||
Program provides resources to encourage learning at home: | |||||||||||||||||||||||||||||||||||||||||||||||
We provide literacy bags, lending library, etc., for children | |||||||||||||||||||||||||||||||||||||||||||||||
We have a lending library for adults | |||||||||||||||||||||||||||||||||||||||||||||||
Early learning ideas/activities/information are conveyed via our program and/or classroom newsletters, handouts, fact sheets, etc. | |||||||||||||||||||||||||||||||||||||||||||||||
We provide information on free/low-cost community activities and resources that support early learning | |||||||||||||||||||||||||||||||||||||||||||||||
Program promotes learning activities in the community: | |||||||||||||||||||||||||||||||||||||||||||||||
We collaborate with community groups to ensure responsiveness to the needs and interests of families and children | |||||||||||||||||||||||||||||||||||||||||||||||
Staff attend community events and/or we invite the larger community to program events | |||||||||||||||||||||||||||||||||||||||||||||||
We provide adult classes/programs or referrals that support the parenting role | |||||||||||||||||||||||||||||||||||||||||||||||
We provide adult education (e.g., GED, ESL classes) and/or referrals | |||||||||||||||||||||||||||||||||||||||||||||||
We provide other support/social services and/or referrals | |||||||||||||||||||||||||||||||||||||||||||||||
Family participation in program-level decisions and wider advocacy efforts. Our program invites families to actively take part in making decisions about program plans and operations. We also invite families to advocate for early childhood education in the wider community. | |||||||||||||||||||||||||||||||||||||||||||||||
Families serve on program boards and committees. | |||||||||||||||||||||||||||||||||||||||||||||||
Staff offer information and training to help families learn about and prepare for advocacy efforts | |||||||||||||||||||||||||||||||||||||||||||||||
We inform family members about the need for advocacy (e.g., letter writing campaigns, visiting legislators, testifying before decision-making bodies, etc.) and encourage their participation | |||||||||||||||||||||||||||||||||||||||||||||||
A comprehensive program-level system. Our program institutionalizes family engagement policies and practices and ensures that teachers, administrators, and other staff, receive the supports they need to fully engage families. | |||||||||||||||||||||||||||||||||||||||||||||||
Policies and practices are shaped by an overarching vision for the program: | |||||||||||||||||||||||||||||||||||||||||||||||
Inclusive standards related to diversity, anti-bias, family engagement, etc., are reflected in: | |||||||||||||||||||||||||||||||||||||||||||||||
a. program policy, mission, and vision statement | |||||||||||||||||||||||||||||||||||||||||||||||
b. enrollment/orientation information and forms | |||||||||||||||||||||||||||||||||||||||||||||||
c. handbook, newsletter, and other communication | |||||||||||||||||||||||||||||||||||||||||||||||
d. a structured or formal anti-bias and/or diversity curriculum | |||||||||||||||||||||||||||||||||||||||||||||||
e. ongoing professional development addressing issues involved in working effectively with diverse families (e.g., cultural competence, anti-bias, communication skills, second language acquisition, immigration, etc.) | |||||||||||||||||||||||||||||||||||||||||||||||
f. diverse teaching staff reflecting the community the program serves | |||||||||||||||||||||||||||||||||||||||||||||||
g. a family worker(s) or specialist |
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ORIGINALITY REPORT
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Part I
This Assessment is a Work Product that is divided in to two parts. In Part I, you will describe the “NAEYC Early Childhood Program Standards and Accreditation Criteria” (Document #3) and “NAEYC Engaging Diverse Families Project Program Self-Assessment Checklist” (Document #4), and explain how these tools can be used in assessment, and in the case of the Accreditation Criteria, to support program quality.
In order to complete Part II, in which you evaluate an early childhood program, you will need to arrange a visit to a NAEYC-accredited program and interview the director. The Walden University Letter (Document #1) is a letter you can provide to the director explaining the purpose of your visit. You can find a list of accredited programs in your community here. Early in the competency schedule a date and time to visit and observe an accredited program and interview the director. Students will use this information to complete Part II of the assessment.
Explain that you are learning about program standards and practices supporting families and how to evaluate early childhood programs. Share the “NAEYC Early Childhood Program Standards and Accreditation Criteria Overview” (Document #2), the “NAEYC Engaging Diverse Families Project Program Self-Assessment Checklist,” (Document #4), and explain that you will be looking for evidence of Standard 7 and two additional standards you choose. Ask the director to meet with you to review the documents and to explain why s/he believes the accreditation process helps to ensure quality in early childhood settings. Obtain permission to spend a day at the school, visiting in classrooms and observing children and teachers in action. Explain that you will not identify the program or any personnel or children by name, nor will you take any pictures. As you conduct your observations, take notes about what you observe and mark your findings on the “NAEYC Early Childhood Program Standards and Accreditation Criteria” (Document #3) and the “NAEYC’s Engaging Diverse Families Self-Assessment Checklist” (Document #4). During the interview take notes and use the checklist to complete the evaluation of the visit.
Remember, early childhood programs are not evaluated based on a single visit. You will not be able to observe evidence of all criteria during your observation. The goal of this assessment is to provide you with practice in identifying evidence related to program quality. Please keep this in mind as you conduct your observation and complete this Assessment.
Review the “NAEYC’s Early Childhood Program Standards and Accreditation Criteria” (Document #3) and the “NAEYC Engaging Diverse Families Project Program Self-Assessment Checklist” (Document #4) provided as part of this Work Product. In a 1- to 2-page paper:
1. Explain the purpose of the “NAEYC Early Childhood Program Standards and Accreditation Criteria” and the importance of using them to for assessing program quality. Explain the importance of the NAEYC criteria. In the explanation discuss why they are important for you as an early childhood educator and other early childhood educators to evaluate program quality.
2. Explain how the “NAEYC Engaging Diverse Families Self-Assessment Checklist” is a useful tool in program evaluation. You completed the interview and the checklist. Discuss why you found using the checklist useful in completing your evaluation of the program.
Part II of your Assessment requires that you use the NAEYC Early Childhood Program Standards and Accreditation Criteria and the NAEYC Engaging Diverse Families Self-Assessment Checklist to evaluate an early childhood program. Using the NAEYC Accredited Program Search, begin researching and contacting NAEYC Accredited programs in your area to determine if you can complete your assignment at that facility. Your local NAEYC Affiliate Groups may be beneficial, if you are having difficulty connecting with a program.
PART II of your Assessment requires that you complete Part 7 of the “NAEYC’s Early Childhood Program Standards and Accreditation Criteria” and two other portions of the Assessment instrument. To complete this instrument and the “NAEYC Engaging Diverse Families Self-Assessment Checklist,” you will need to both observe within the early childhood environment and conduct staff interviews to determine compliance with factors that can’t be observed. Be sure to carefully review Part 7, the additional criteria you have selected, and the Checklist prior to arriving at the program. Complete this section after the interview and completing the checklist.
Note: When completing the “NAEYC’s Early Childhood Program Standards and Accreditation Criteria,” you will mark “Yes” or “No” for each criteria—based on whether it is present or absent. For the Checklist, you will need to record program responses in the corresponding sections of the instrument.
After identifying an NAEYC accredited center and conducting your observations and interviews, you will develop a compilation of strengths and opportunity based on your results. Develop a list of what was marked as “Yes” and “No” across each instrument, and compile and overall list of what you see as the programs overall strengths and areas of opportunity.
Share your evaluation with the director of the center or a colleague. The colleague could be another student engaged in this competency or a colleague in the early childhood profession. Collaborate with him or her to develop at least two recommendations to strengthen or improve this program. Based on your interviews, notes, observations, and collaboration, write a 6- to 8-page paper that includes the following:
1. A narrative evaluation of the program’s quality in relation to Standard #7, “Families,” and the two additional standards you chose. Your evaluation should describe areas of strength and opportunity for this program. Support your evaluation with specific evidence related to “NAEYC Program Standards and Accreditation Criteria,” your observations, and your interviews. Discuss your interview and checklist findings. Discuss the strengths of the program and areas in need of further development or weaknesses.
2.
At least two recommendations you have for this program based on the standards. Your recommendations must be grounded in the professional knowledge base. Based on the above summary, provide at least two recommendations for the center you visited.
3. An evaluation of your collaboration experience, including a description of the skills or tools you used to collaborate. How did your work with the director or colleague inform the development of your recommendations?
Runninghead: EVALUATING PROGRAM QUALITY 1
EVALUATING PROGRAM QUALITY 2
1. Identify the center you visited. In the assessment discussion refer to the NAEYC Principles of Effective Practice; refrain from using the term “standard.”
2. Rewrite your assessment results using acceptable English language sentence structure.
3. Using the checklist results, refer to each weakness and write a specific recommendation for the center you visited.
4. Provide clear and specific examples from your site visit to explain how compromise, mutual respect, and shared responsibility help diverse stakeholders achieve a common goal.
Lua Shanks
January 26, 2020
Walden University
EP004: Evaluating Program
Part 1. Program Assessment Tools Comment by Carol Todd: Only double space throughout the document. Refer to APA for additional formatting instructions.
The National Association for the Education of Young Children (NAEYC) promotes constructive relationships in children and adults. This clinches each child’s logic of personal value and being a component of the community and to facilitate the individual child’s ability to put in as a liable member of the community (Helm, Katz & NAEYC, 2011). Additionally, it enhances child development communally, psychologically, physically, and cognitively. Early childhood program instills suitable and efficient teaching approaches that support special child education and development scheduled in the program curriculum objective framework. Comment by Carol Todd: What do you mean by logic of personal value? Comment by Carol Todd: What is “to put in as a liable member”? Comment by Carol Todd: Write in commonly accepted English sentence structure. Review the link below from Walden University.
https://academicguides.waldenu.edu/writingcenter/grammar/sentencestructure
The program assesses the child’s developmental growth. These assessments emerge in the outlook of shared communication with families and cultural frameworks of a child’s progress. These assessment results are essential in informing significant decisions regarding children. Besides, this program supports the sustenance and healthiness of children and guards children and staff from poor health and harm. This program makes use of and endorses teaching staffs that are proficient, conversant, and professionally committed. This promotes child learning and development and facilitates family diverse needs and desires (Aldarab & Almohtadi, 2015). Comment by Carol Todd: Assessments are administered, they do not emerge. Comment by Carol Todd: Which program is this program? Comment by Carol Todd: A program cannot facilitate the needs of families. It can facilitate strategies to best meet those needs.
This program institutes and sustains collaboration collaborative with each child’s family to encourage children progress in the entire setting. It also establishes community relationships with intent of enhancing accomplishment of program ambitions. It has a safe and healthful environment that enhances appropriate and well maintained physical environments. Consequently, the program facilitates effective policies, procedures, and system that sustain stable staff and strong personnel and program management in order to give children, staff, and families’ quality experience (Helm, Katz & NAEYC, 2011). Comment by Carol Todd: ?
NAEYC engagement in diverse families self assessment checklist is essential in program evaluation. It promotes family participation in resolution and goal setting concerning their children’s education both at domicile and training facilities. This is done through evaluation of family expectations of their children, and parent teacher conferences where they jointly set goals for children’s education and learning at home and school. This assessment allows a two-way communication that focuses on children’s educational experience as well as the broad program. It also assesses mutual relationships where families obtain common resources and information. Voluntary jobs and ideas are presented which are merged with family skills, talents, and financial needs (Aldarab & Almohtadi, 2015). Comment by Carol Todd: Whose domicile and whose training facilities? Comment by Carol Todd: What do you mean that voluntary jobs and ideas are merged with family skills, etc.? Whose jobs and ideas?
This program utilizes learning activities at home and in the community to support individual child early learning and promotes families’ efforts to develop a learning environment past the program. The program provides literacy bags and loaning libraries for personal belongings use with early learning ideas conveyed through the program and lesson newssheet. Additionally, it allows family participation in program level decisions and wider support efforts. This enables families serve on boards and committees. Comment by Carol Todd: Such as?
NAEYC early childhood program fosters and maintains joint relationships with individual family to enhance child development in all settings. These relationships are responsive to family constituent, speech, and traditions. As a result to optimize children learning and development, programs need to foster relationships with families based on general confidence and esteem. It inculcates families in their children’s educational development and support families to entirely partake in the program (Aldarab & Almohtadi, 2015). Comment by Carol Todd: Which program? Did you observe a program?
Comment by Carol Todd: Format according to APA.
Part 2. Using Accreditation Standards to Evaluate an Early Childhood Program
Families
Standard 7 of the program entails families being received and encouraged to partake in all aspects of the program. Teachers and staff further talk with these families concerning their family arrangement and their ideas on giving birth and use of this information to embrace the curriculum and teaching techniques to served families. The program additionally utilizes various strategies in communicating with families such as family conferences, new family orientations, and personal dialogues. It also maintains that the program’s information including guiding principles and working procedures can be conveyed in a language that families can understand (Helm, Katz & NAEYC, 2011).
Opportunities and Strengths
The opportunities and strengths of this standard involves families being given information in the family’s native language on various topics such as health, individualized learning plans, parent and children’s rights, together with resources and transitions. In addition, families that have children with special needs are given alternatives for scheduling of staff, time, place, and invitees. The program staff employs various mechanisms such as home visits, and family conferences to facilitate dialogue with children families (Helm, Katz & NAEYC, 2011). Thereafter the families are asked to interpret the results as per the required results. The program is able to gather and give program information that includes program polices and operating procedures in a language they can understand. Comment by Carol Todd: Do you mean information on transitions?
Furthermore, program workers update families concerning the program’s systems for children formal and informal progress assessments. They notify them the purpose of these assessments, the procedures employed when carrying such assessments, and procedures used to gather family efforts and information. Moreover, they convey timing of assessments, and manner in which the assessment results obtained will be shared with families. In cases where program workers are suspicious of developmental delay or any special need in a child, they alert the families in a responsive, supportive, and private way. Then they provide a documentation and explanation of this concern next procedures and information concerning resources for assessment. Nevertheless, the program workforce communicates with families on daily routines concerning children’s activities and development milestones. They also provide shared care emerging issues and related issues that affect the wellness and development progress of their children (Helm, Katz & NAEYC, 2011).
The program workers nurture families to be advocates of their children. These workers support families on a regular basis as a contribution to families’ decisions concerning their children goals and plans for behavior and services. They encourage families to hire concerns and foster collaborative working to find mutual satisfactory resolution which he staff incorporates into class practice. The program workers encourage and promote families to formulate prime solutions about services that the child needs and encourage them to be activists of the needed services (Helm, Katz & NAEYC, 2011). These employees provide families with information concerning programs and services from other organizations. They sustain and encourage efforts of families in negotiating health, psychological health, assessment, and learning services for their children. Comment by Carol Todd: Prime or effective solutions.
Moreover, the program workforce employs established connections with various early education plans and local elementary learning facilities that help families prepare and monitor their children’s evolution across programs. They also give additional information to families that aid in communicating with other early education programs. For successful transitions between programs such workers give general basic knowledge on enrollment steps and practices, visiting openings, and program options. These workers maintain in obtaining written consent from family before sharing the obtained information concerning a child to other relevant agencies, provides, and programs (Helm, Katz & NAEYC, 2011). Comment by Carol Todd: What do you mean by the child’s evolution?
Assessment of Child’s Pprogress
NAEYC Sstandard 4 involves the assessment of the child’s progress. The program is informed by continued systemic, formal, and casual informal assessment approaches to give information concerning child learning and development. Such assessments happen inside the context of reciprocal communications with families together with feeling of cultural contexts. These assessments are essential as they inform sound decisions, learning, and program enhancement. Teachers are also able to plan the curriculum appropriately using these assessments to of the individual child’s strengths and needs. Furthermore, they are able to identify children having disabilities and ensuring they receive the services they need (Akin, 2013). Comment by Carol Todd: What does this mean?
Opportunities and Strengths
The accreditation criteria of this program involves children learning employing a variety of assessment methods such as examination, checklists, and score scales. The assessment techniques are tailored selected according to children age and level of development and constitute all areas of development. Teachers use these assessment methods and information to plan goals for each child and study their progress along with improving the program and its teaching methods. Consequently, families are conveyed with information on their children development and learning on regular routines (Akin, 2013). Comment by Carol Todd: Children do not employ assessment. Assessments are administered by adults. Comment by Carol Todd: What does this mean?
Community Relationships
Standard 8 of the NAEYC Principles of Effective Practice addresses early childhood development and constitutes community relationships. The program institutes relationships and utilizes the resources from of children communities to promote accomplishment of program objectives. Relationships with organizations and associations found in the community aid a program attain its goals and attach families with resources that promote a child’s well development and learning. The program joins with and utilizes museums, libraries, parks among other resources in the community. Representatives of communal programs including music performers and local artists are welcomed to share their desires and talents with the children. The staff establishes professional relationships with these bodies organizations that heighten the capacity to respond to needs and interest of children and families. Comment by Carol Todd: The sentence is convoluted. Comment by Carol Todd: What do you mean by communal programs?
Opportunities and Responsibilities
This standard is receptive to the desires ofaddresses the community. Activities developed involve men together with women and encompasses people of all ages, cultures, and ethnic origins. The staff accesses community resources and employs their experience on in community and with families serve as a focal part of the curriculum and a child’s educational experience (Abu-Jaber & Ghieth, 2010). They link with and utilize the community’s urban, rural, and cultural resources. They update families on community occurrences sponsored by local groups such as museums, concerts, and stories formulated for their children. Furthermore, the workers do collaborative engagements with other community associations and groups to cosponsor or partake in cultural occasions that improve children and families experience in the program (Abu-Jaber, & Ghieth, 2010). Comment by Carol Todd: Name the standard. Comment by Carol Todd: Who is they? Comment by Carol Todd: Not necessarily. How can an urban community utilize the resources of a rural community? Comment by Carol Todd: All this is formulated for the children?
Too many spaces.
Recommendations
The standard Principle 7 of the program that involves families contains a printed plan that necessitates sophisticated parent or guardian approval for any health and progressive examination of children and for availing the services. Moreover, the program’s child centered policy of evolution for children incoming and parting the program involves analysis of diverse demands that the incoming learning environment will render on a child. This will guarantee an even transition process for the child and family. Comment by Carol Todd: What does this mean?
In addition, when linking with the community the designated persons must be familiar and make use of proper use of the public resources such as collective services, cognitive and physical health organizations and learning programs including museums, neighborhood, and libraries. Also it is necessary to have lively participation in timely infancy programs through a wide collection of persons and organizations in manners that are consequential and have relevance to the lives and education of kids and their families. The staff and program reserves should mirror the cultural and ethnic populace of the children in the program.
Program workers in early childhood development are encouraged to partake in communal and national early childhood groups by uniting and holding meetings and seminars. Parents and their family members should embrace community involvement projects displayed within the program. The workers should conduct assessments of children progress of all ages. These programs should have a written child assessment plan define the purpose and procedures to be employed and use of results obtained. Additionally, they should utilize effective assessment techniques that encompass all features of child growth sensitive to family backgrounds and children’s special requirements. Each child enrolled in the program need developmental screening within three months of enrollment and the screening tools in identifying child’s interests and needs should meet the professional standards.
To suffice it, NAEYC Early Learning Accreditation Standards and Assessment tools guide all programs on how to improve. These standards together with others give a definition of quality early education programs helping juvenile children birth via Kindergarten. This supports program liability, and allows programs provide high quality learning experiences for an individual child.
5.
References
Aldarab, L & Almohtadi, M. (2015). What is the reality of preschool in Jordan? Journal of Education and Practice, Vol 9, pp 180-187
Akin, E. Z. (2013). Examining the beliefs of Turkish preservice early childhood teachers regarding early childhood curriculum, Journal of Research in Childhood Education, Vol 27, Issue 3, pp 302-318
Helm, J, Katz, L & National Association for the Education of Young Children (NAEYC). (2011). Young Investigators, The project approach in the early years, 2nd Edition, New York, NY: Teachers College Press
Abu –Jaber, M & Ghieth, E. (2010). Kindergarten teachers’ beliefs toward developmentally appropriate practice in Jordan, Early Childhood Education, Vol 38, pp 65-74
Running head: EVALUATING PROGRAM QUALITY 1
EVALUATING PROGRAM QUALITY 2
Hi Lua,
Thanks for making an appointment with me today! My name is Kacy and I’m responding to your paper from St. Louis, MO. I understand you reached out to one of my colleagues about receiving this response earlier, and I apologize that I was unable to make that happen. Please note that our policy is to return papers within 48 hours of the appointment date, and you can reserve appointment slots up to two weeks in advance. You only need to upload your paper to the form by 5am ET the morning of your appointment. So in the future I’d recommend saving an appointment spot at least two days before you require the response.
I’ve taken a look at your appointment form and your requests, and I’ve provided some specific feedback in the margins of your draft. Before we get into that, however, I’d like to give you some more general comments on everything I read in your submission today.
A lot of the comments I’ve included here have to do with clarity in sentence structure. I can tell you’ve got something important to say about this accreditation process, but I’m not quite sure what it is. It’s important to make your argument really clear for your reader – even though it might seem overly obvious to you (cause you’re the expert!).
I’d recommend you check out our interactive modules (I’ve linked to them in my comments below) before getting into your revisions. In particular, the grammar modules could be very helpful in making sure you’re able to fully convey all of this important information to your reader. All right now let’s dive in to your draft!
Lua Shanks
January 29, 2020(revised)
Walden University
EP004: Evaluating Program
Part 1. Program Assessment Tools
The National Association for the Education of Young Children (NAEYC) aims to promote early quality learning for the young children, from newborns to eight years of age (citation?). Quality is achieved by enhanced constructive relationships involving policy and practice (Helm, Katz & NAEYC, 2011). This enhances child growth both communally, psychologically, physically, and cognitively. Furthermore, the program ensures that young children are bred and educated in an environment that is devoted to upholdingfull child ability implementation. Comment by Kacy Walz: Should this be “enhanced through”? Or maybe “by enhancing”? The wording currently is a bit confusing. Comment by Kacy Walz: Normally if a source has a specifically named author (or in this case authors) you would not include the name of the organization in the in-text citation. Check out the link from my previous comment for more information about citation formatting. You might also like our interactive APA modules. Comment by Kacy Walz: Using “enhances” again seems a bit repetitive. I’m also not quite sure what you mean by “this”? The subject of the previous sentence (relationships) is plural, so if you were replacing it with a pronoun that pronoun should also be plural. Check out this page for more information about noun/pronoun agreement. Comment by Kacy Walz: What program are you referring to? Is the NAEYC a program or an organization? Comment by Kacy Walz: How do they ensure this aspect? Do they manage housing/hospitals?
For a kindergarten to obtain NAEYC certification, it is necessary to meet the NAEYC program values. These values include; promoting positive relationship among children and adults; instituting strategies that augment learning and growth; exercising proper and resourceful teaching strategies; instituting an planned appraisal for children’s learning; supporting children’s health and nutrition; recruiting competent teachers; enhancing high-quality relations with families; influencing communal resources to support program objectives; keeping an healthy physical environment; and applying program management practice policies to make sure high-quality experiences for children, parents and staff (naeyc, 2008). Comment by Kacy Walz: A semicolon doesn’t work here because you’re not separating two independent clauses. Instead you could use a colon. Comment by Kacy Walz: This should either be “a positive relationship” or “positive relationships” depending on what you mean here. If you’d like more guidance on article usage, check out this page of our website. Comment by Kacy Walz: Check out my earlier comment for a link with some information about article usage. Comment by Kacy Walz: Even though this is a semicolon, it’s acting like a comma in this list. So here it’s working as a serial (or Oxford) comma. Comment by Kacy Walz: You’ve capitalized this acronym so far in your paper. Should this also be capitalized? Or should the other instances appear in lower case? Either way, you want to maintain consistency so your reader doesn’t get confused.
The NAEYC early learning program accreditation principles and assessment criteria intend to ensure high quality of children’s each daydaily practice in early learning programs. This enhances high standard results in children. It helps create a mutual framework for the high standard required which is supported by the profession’s shared understanding of eminent practices. The accreditation maintains high quality learning and care in the program curriculum for young kids. Additionally, the NAEYC aids parents to find the most excellent early childhood experience for their young ones. Since each child is entitled to high standards of the early learning experience, The Naeyc Accreditation ensures that the early learning programs contain all aspects of quality learning in the class and other contexts. These standards make sure that the programs are secured, well prepared, and devised towards children’s superior results. NAEYC accreditation recounts to the children’s promptness and good results in school; maximized educational achievement rates and well lifestyles (naeyc, 2008). Comment by Kacy Walz: This minor revision helps clarify that you are talking about practices you use each day. But if I have misunderstood your meaning here, ignore this change! 😊 Comment by Kacy Walz: Are you referring to standardized tests here? Will your reader know what this means? Comment by Kacy Walz: Who or what is setting this standard? How is it required? This is an example of passive voice, and in APA style you want to avoid passive voice in favor of active voice (as passive voice can lead to confusion for your reader).
From this point on I’m going to read through your draft without providing specific bubble comments so that I can comment on the writing as a whole. You can use the notes and resources I’ve included thus far as you work to revise the remainder of this paper. Please be sure to fully apply these suggestions prior to making another appointment.
An accredited program promotes constructive relationships between all children and adults. It also inspires every kid’s sense of personal worth and belonging to society, and fosters every kid’s ability to take part as a responsible member of the society. Additionally, an accredited NAEYC program will ensures it establishes a strategy that complies with its agendas for kids and that enhances learning and development in social, emotional, physical, language and cognitive areas.
Correspondingly, an assessment based on the principles of effective practice will ensure that the program implements teaching practices that are developmentally, culturally, and linguistically suitable. The teaching practices should address each kid’s learning and growth in the context of the program’s strategic goals. The assessment will as well ensure that the program uses various assessment strategies to offer data on kids’ learning and growth. These evaluations should occur during the interaction between teachers and parents.
Additionally, by using the NAEYC accreditation standards to assess a program, one will ensure that the program enhances health and nutrition for every child and secures children and staff from sicknesses. Similarly one will ensure that the program supports staff that has the appropriate qualifications and wisdom that is required to enhance children learning and development and to supports parent’s requirements. In addition, one will as well ensure that the program promotes a positive relationship with every child’s family to enhance children’s development.
Part II. Using Accreditation Standards to Evaluate an Early Childhood Program
Considering program assessment using the NAEYC accreditation principles, a parent will be capable to determine if the program’s context is secure in offering suitable and secure indoor and outdoor physical contexts. One will as well find out if the program has the ability to effectively use the policies, procedures, and systems that reinforces stable staff and powerful personnel, fiscal and program authority so that all young children, families, and staffs have great experiences (naeyc, 2008).
NAEYC engaging Diverse Families self-assessment checklist is a vet productive tool in program evaluation. This program gives families a chance to take part in the decision making process on issues related to the education of their kids. The program educators collaborate with families to create objectives for their kids’ learning and education both in school and at their homes (Akin, 2013). It creates an opening for parents to give their needs personally or in writing. This assists the educators to recognize what the parents’ desires for their kids.
I carried out my research in Bolivar County Head Start Center. It is among the early preschools in the nation to attain accreditation by the National Association for the Education of Children (NAEYC). It is a child-centered program that focuses on fostering the love of learning byplay. Tompkins provides each child with a learning framework that is established to enhance children’s creativity, confidence, and independence. Tompkins supports the growth of children’s social, emotional, physical and intellectual skills in a way that aligns the needs of every kid. Children are motivated to decide which activity to carry out, individual expression and explore materials.
Constructive early childhood education relies on relationships and interactions with children’s families and communities. Thus it is crucial to build positive partnership with children’s families and to involve families in the preschool context. Family engagement in the first years of life can support a child’s readiness for school along with continued academic and long term success. According to former research, children whose parents have been present achieve positive results particularly in the long term period (Aldarab & Almohtadi, 2013).
Based on my research conducted in Bolivar County Head Start Center, it is a great strategy to enhance family engagement. The program assists families to feel highly welcomed in the preschool. Families and teachers have related agendas in children’s growth. Therefore, it is essential to develop and maintain a relationship between home and school that will enhance children’s learning and development. At Bolivar County Head Start Center there are numerous strategies that promote family engagement. The school calls families to the classroom before the child’s start date; teachers ask the families about the children’s needs and interests; ask family to send a video to their children that teachers can use during difficult moments of transition; attach photographs of children and their families in the classroom walls where kids can easily see them, and invite families to take part in the assessment process.
As a way of encouraging and supporting family participation in the program schedule the program encourages family members to visit the classroom at any time; invite parents to take part in classroom tours; offer jobs to family members in the preschool routine; asking family members to help plan a classroom dinner night, and request specific family members to be speakers on a specific topics. Similarly, when staff is suspicious of a child’s developmental delay they document an explanation of the concern with suggested steps and resources for diagnostic evaluation. These strategies are according to the NAEYC accreditation since they establish and maintain collaborative relationships with every child’s family to enhance children’s growth in every aspect (Akin, 2013).
Safe, responsive, and nurturing environments are an essential part of establishing the learning and growth of infants, toddlers, and preschoolers. Such environments also assist to prevent challenging characters and serve as a main factor of inventions for infants and young children. Based on the research that I carried out, Bolivar County Head Start Center ensures a secure physical environment by; contains space for play activities inside and outside the classrooms, I observed that they were a space for eating, playing, toileting and sleeping; has various areas for various activities such as play and science; has playing materials that are convenient for kids’ ages, abilities, and interest; has a well-planned daily schedule and has provision for children to feel and develop a sense of community. These strategies are in line with the NAEYC accreditation standards. This is because the program maintains a safe physical environment for its students (Abu-Jaber & Ghieth, 2010).
Assessment of children’s progress has been greatly valued in Bolivar County Head Start Center. According to the program director, the assessment assists the teachers to plan in accordance to children’s capabilities. Additionally, assessment enhances the ability to offer personalized activities for students in the contexts of growth. Their assessment system includes both formative and summative evaluations, measures to test for possible developmental or academic concerns and measures of the quality of the learning context. According to my respondent, their assessment is developmentally, culturally and linguistically appropriate for the children being evaluated. It involves measures that are valid, dependable, unprejudiced and ethical. They as well enhance the teaching and learning happening in the early childhood program. According to the NAEYC standards, evaluation for a child’s progress should occur with the context of reciprocal communications with the parents and with the conditions of the cultural beliefs where the children was bred. These assessment outcomes should benefit the kids by informing sound decisions about the kids and the program enhancement (naeyc, 2008).
The opportunities and strengths of their program, involves families being given information in the family’s native language on various topics such as health, individualized learning plans, parent and children’s rights together with resources. In addition, families that have children with special needs are given alternatives for scheduling of staff, time, place, and invitees. The program staff employs various mechanisms such as home visits, and family conferences to facilitate dialogue with children families (Helm, Katz & NAEYC, 2011). Thereafter the families are asked to interpret the results as per the required results. The program is able to gather and give program information that includes program polices and operating procedures in a language they can understand.
Furthermore, educators update families concerning the program’s systems for children formal and informal progress assessments. They notify them the purpose of these assessments, the procedures employed when carrying such assessments, and procedures used to gather family efforts and information. Moreover, they express timing of assessments, and manner in which the assessment results obtained will be shared with families. Nevertheless, the program workforce communicates with families on daily routines concerning children’s activities and development milestones. They also provide shared care emerging issues and related issues that affect the wellness and development progress of their children (Helm, Katz & NAEYC, 2011).
The teachers also nurture families to be advocates of their children. These workers support families on a regular basis as a contribution to families’ decisions concerning their children goals and plans for behavior and services. They encourage families to hire concerns and foster collaborative working to find mutual satisfactory resolution which he staff incorporates into class practice. The staff encourages and promotes families to formulate effective solutions about services that the child needs and encourage them to be activists of the needed services (Helm, Katz & NAEYC, 2011). The educators provide families with information concerning programs and services from other organizations. They sustain and encourage efforts of families in negotiating health, psychological health, assessment, and learning services for their kids.
According to my findings in my research in Bolivar County Head Start Center, I would recommend the preschool to enhance their reciprocal relationships with the families. This can be done by upholding each family’s right to make decisions for and with their children. If ever the family’s priorities conflict with the teacher’s knowledge, the teacher should collaborate with the family to determine common agendas and work towards creating mutually acceptable strategies. The program should as well create time to learn more about the families they work for. This involves learning about the families’ languages, customs, activities, values, and beliefs so that they can provide a culturally and linguistic learning environment. This may require the teachers to reach out to families who may not give feedback to traditional strategies to interact with them.
The program should as well create a caring, equitable context of learners. The teachers in the program should identify each child’s strengths and support the full inclusion of every child. This involves assisting the kids to know, identify and support each other as valued members of the society. The teachers should as well ensure that no child feels bullied or invisible. The teachers should as well create a trusting relationship with the children and nurture the relationships among them while developing their knowledge and skills. This will involve treating every child with the respect which will be achieved by eliminating language that is judgmental.
In addition, they should make proper use of the public resources such as collective services, cognitive and physical health organizations and learning programs including museums, neighborhood, and libraries. Also it is necessary to have lively participation in timely infancy programs through a wide collection of persons and organizations in manners that are consequential and have relevance to the lives and education of kids. The staff should mirror the cultural and ethnic populace of the children in the program.
I interacted with the director of Bolivar County Head Start Center by interviewing him whereby I asked him questions he was prepared for. According to the information shared by the director, I felt that they should enhance their reciprocal relationships with the families. Though the center has some strategies that they have set aside to help improve family engagement, I feel that they should be more constructive so as to improve the number of families willing to take part in their children’s learning. Additionally, I also observed that some children remained in the classrooms as others were out playing. Thus I recommended that the teachers should create an equitable context for the learners, through this all the kids will feel appreciated which will improve their self-esteem which will, in turn, make them feel comfortable to play with others.
To suffice it, NAEYC Early Learning Accreditation Standards and Assessment tools guide all programs on how to improve. These standards together with others give a definition of quality early education programs helping juvenile children birth via Kindergarten. This supports program liability, and allows programs provide high quality learning experiences for an individual child.
References Comment by Kacy Walz: These references look pretty good! I only noticed a few minor formatting issues. If you have any questions or want to double-check your list, you can check out our resources for reference lists. I particularly like the Common Reference List Examples page and use it almost daily.
Aldarab, L &Almohtadi, M. (2015). What is the reality of preschool in Jordan? Journal of Education and Practice, Vol 9, pp 180-187.
Akin, E. Z. (2013). Examining the beliefs of Turkish preservice early childhood teachers regarding early childhood curriculum., Journal of Research in Childhood Education, 27(3), 302-318. Vol 27, Issue 3, pp 302-318
Helm, J, Katz, L&National Association for the Education of Young Children (NAEYC). (2011).Young Investigators, The project approach in the early years, 2nd Edition, New York, NY: Teachers College Press
Helm, J. H., & Katz, L. G. (2011). Young investigators: The project approach in the early years (2nd ed.). New York, NY: Teachers College Press.
Abu –Jaber, M &Ghieth, E. (2010). Kindergarten teachers’ beliefs toward developmentally appropriate practice in Jordan, Early Childhood Education, Vol 38, pp 65-74
naeyc. (2008). Overview of the NAEYC Early Childhood Program Standards. Retrieved from
http://www.naeyc.org/academy
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Program Self-Assessment Checklist | |||||||||||||||||||||||||||||||||||||||||||||||
NAEYC’s Engaging Diverse Families Project | |||||||||||||||||||||||||||||||||||||||||||||||
Family participation in decision making and goal setting. Our program invites families to actively take part in making decisions concerning their children’s education. Our staff collaborate with families to set goals for children’s education and learning both at home and at school. | |||||||||||||||||||||||||||||||||||||||||||||||
Feature | Yes | Yes, but… | No | No, but… | Don’t know | Not applicable | Comments, examples, sources of evidence | ||||||||||||||||||||||||||||||||||||||||
We ask families about their hopes and expectations for their child either in writing or in person | |||||||||||||||||||||||||||||||||||||||||||||||
We conduct parent-teacher conferences at least twice a year | |||||||||||||||||||||||||||||||||||||||||||||||
During conferences, teachers and families jointly set goals for children’s education and learning at home and at school | |||||||||||||||||||||||||||||||||||||||||||||||
Teachers and families regularly share information and discuss children’s progress toward achieving goals | |||||||||||||||||||||||||||||||||||||||||||||||
Teachers plan and implement a curriculum that supports each child’s development and growth | |||||||||||||||||||||||||||||||||||||||||||||||
Two-way communication. Strategies allow for both school- and family-initiated communication that is timely and continuous. Conversations focus on a child’s educational experience as well as the larger program. Communication takes multiple forms and reflects each family’s language preference. | |||||||||||||||||||||||||||||||||||||||||||||||
Program offers multiple ways of communicating: | |||||||||||||||||||||||||||||||||||||||||||||||
We ask families to indicate their preferred mode(s) of communication | |||||||||||||||||||||||||||||||||||||||||||||||
We document communication and/or contact with families to track effectiveness (e.g., using the Family Checklist) | |||||||||||||||||||||||||||||||||||||||||||||||
We conduct home visits | |||||||||||||||||||||||||||||||||||||||||||||||
Staff engage families in face-to-face conversations at drop-off and pickup times | |||||||||||||||||||||||||||||||||||||||||||||||
We initiate conversations by phone or through e-mail, as needed | |||||||||||||||||||||||||||||||||||||||||||||||
We create bulletin boards that are informative, up-to-date, and interactive (e.g., sign-ups) | |||||||||||||||||||||||||||||||||||||||||||||||
We provide written daily or weekly communication about the child’s activities | |||||||||||||||||||||||||||||||||||||||||||||||
We pass journals or logs between home and school | |||||||||||||||||||||||||||||||||||||||||||||||
We send e-mail updates to families | |||||||||||||||||||||||||||||||||||||||||||||||
We use online technology to communicate with families (e.g., on the program website, in blogs about classroom activities, through photo-sharing sites, etc.) | |||||||||||||||||||||||||||||||||||||||||||||||
We encourage families to use online groups/listservs to communicate with one another | |||||||||||||||||||||||||||||||||||||||||||||||
We regularly share new photos of classroom activities | |||||||||||||||||||||||||||||||||||||||||||||||
Program environment is welcoming to families: | |||||||||||||||||||||||||||||||||||||||||||||||
We post and update information about staff (e.g., bios, background, photos, etc., on a bulletin board) | |||||||||||||||||||||||||||||||||||||||||||||||
We ensure that communications (written and verbal) are inclusive of all family constellations | |||||||||||||||||||||||||||||||||||||||||||||||
We schedule one-to-one enrollment sessions | |||||||||||||||||||||||||||||||||||||||||||||||
We offer an orientation session for families | |||||||||||||||||||||||||||||||||||||||||||||||
We provide interpreter services as needed | |||||||||||||||||||||||||||||||||||||||||||||||
We translate written materials as needed | |||||||||||||||||||||||||||||||||||||||||||||||
We provide child care for events or include younger and older siblings in activities | |||||||||||||||||||||||||||||||||||||||||||||||
We provide or arrange for meals/snacks at events | |||||||||||||||||||||||||||||||||||||||||||||||
We invite all family members to events and activities | |||||||||||||||||||||||||||||||||||||||||||||||
We set aside physical space for family use (e.g., a lounge area with adult-size furniture) | |||||||||||||||||||||||||||||||||||||||||||||||
We require staff to wear nametags | |||||||||||||||||||||||||||||||||||||||||||||||
We create a family directory | |||||||||||||||||||||||||||||||||||||||||||||||
We maintain an open-door policy | |||||||||||||||||||||||||||||||||||||||||||||||
We post signs clearly showing classroom locations, etc. | |||||||||||||||||||||||||||||||||||||||||||||||
Signs and other forms of written print are in families’ home languages and in English (e.g., we label classroom shelves, welcome signs, bulletin boards in multiple languages) | |||||||||||||||||||||||||||||||||||||||||||||||
Reciprocal relationships. Our program and families benefit from shared resources and information. We invite families to share their unique knowledge and skills and encourage active participation in the life of the school. Teachers seek information about children’s lives, families, and communities and integrate this information into their curriculum and instructional practices. | |||||||||||||||||||||||||||||||||||||||||||||||
Program encourages families to share their knowledge and skills: | |||||||||||||||||||||||||||||||||||||||||||||||
We provide a list of jobs and/or ideas for volunteer opportunities | |||||||||||||||||||||||||||||||||||||||||||||||
We inventory parent skills and talents | |||||||||||||||||||||||||||||||||||||||||||||||
Family skills, talents, and financial means are matched with program need | |||||||||||||||||||||||||||||||||||||||||||||||
We host social/fun events and activities | |||||||||||||||||||||||||||||||||||||||||||||||
We ask about a child’s life, family, and community (e.g., cultural, ethnic, and religious background and traditions; important people and pets; etc.) at enrollment and throughout the year | |||||||||||||||||||||||||||||||||||||||||||||||
We ask families for ideas for incorporating their language, culture, and community into the curriculum | |||||||||||||||||||||||||||||||||||||||||||||||
We encourage families to contribute knowledge, skills, talents, and materials (e.g., music, crafts, games, toys, books, clothing, photographs, etc.) to the program | |||||||||||||||||||||||||||||||||||||||||||||||
We integrate information about children’s lives, families, and communities into: | |||||||||||||||||||||||||||||||||||||||||||||||
a. curriculum webs | |||||||||||||||||||||||||||||||||||||||||||||||
b. daily/weekly classroom schedules | |||||||||||||||||||||||||||||||||||||||||||||||
c. books, toys, posters, dramatic play, classroom props, photos, etc. | |||||||||||||||||||||||||||||||||||||||||||||||
d. menus | |||||||||||||||||||||||||||||||||||||||||||||||
Learning activities at home and in the community. Our program uses learning activities at home and in the community to enhance each child’s early learning and encourage and support families’ efforts to create a learning environment beyond the program. | |||||||||||||||||||||||||||||||||||||||||||||||
Program provides resources to encourage learning at home: | |||||||||||||||||||||||||||||||||||||||||||||||
We provide literacy bags, lending library, etc., for children | |||||||||||||||||||||||||||||||||||||||||||||||
We have a lending library for adults | |||||||||||||||||||||||||||||||||||||||||||||||
Early learning ideas/activities/information are conveyed via our program and/or classroom newsletters, handouts, fact sheets, etc. | |||||||||||||||||||||||||||||||||||||||||||||||
We provide information on free/low-cost community activities and resources that support early learning | |||||||||||||||||||||||||||||||||||||||||||||||
Program promotes learning activities in the community: | |||||||||||||||||||||||||||||||||||||||||||||||
We collaborate with community groups to ensure responsiveness to the needs and interests of families and children | |||||||||||||||||||||||||||||||||||||||||||||||
Staff attend community events and/or we invite the larger community to program events | |||||||||||||||||||||||||||||||||||||||||||||||
We provide adult classes/programs or referrals that support the parenting role | |||||||||||||||||||||||||||||||||||||||||||||||
We provide adult education (e.g., GED, ESL classes) and/or referrals | |||||||||||||||||||||||||||||||||||||||||||||||
We provide other support/social services and/or referrals | |||||||||||||||||||||||||||||||||||||||||||||||
Family participation in program-level decisions and wider advocacy efforts. Our program invites families to actively take part in making decisions about program plans and operations. We also invite families to advocate for early childhood education in the wider community. | |||||||||||||||||||||||||||||||||||||||||||||||
Families serve on program boards and committees. | |||||||||||||||||||||||||||||||||||||||||||||||
Staff offer information and training to help families learn about and prepare for advocacy efforts | |||||||||||||||||||||||||||||||||||||||||||||||
We inform family members about the need for advocacy (e.g., letter writing campaigns, visiting legislators, testifying before decision-making bodies, etc.) and encourage their participation | |||||||||||||||||||||||||||||||||||||||||||||||
A comprehensive program-level system. Our program institutionalizes family engagement policies and practices and ensures that teachers, administrators, and other staff, receive the supports they need to fully engage families. | |||||||||||||||||||||||||||||||||||||||||||||||
Policies and practices are shaped by an overarching vision for the program: | |||||||||||||||||||||||||||||||||||||||||||||||
Inclusive standards related to diversity, anti-bias, family engagement, etc., are reflected in: | |||||||||||||||||||||||||||||||||||||||||||||||
a. program policy, mission, and vision statement | |||||||||||||||||||||||||||||||||||||||||||||||
b. enrollment/orientation information and forms | |||||||||||||||||||||||||||||||||||||||||||||||
c. handbook, newsletter, and other communication | |||||||||||||||||||||||||||||||||||||||||||||||
d. a structured or formal anti-bias and/or diversity curriculum | |||||||||||||||||||||||||||||||||||||||||||||||
e. ongoing professional development addressing issues involved in working effectively with diverse families (e.g., cultural competence, anti-bias, communication skills, second language acquisition, immigration, etc.) | |||||||||||||||||||||||||||||||||||||||||||||||
f. diverse teaching staff reflecting the community the program serves | |||||||||||||||||||||||||||||||||||||||||||||||
g. a family worker(s) or specialist |