After reviewing the different topics in the Early Childhood tab,  I was very interested in how other countries coordinate and integrate different sectors of education.  It appears to me after reveiwing this tab that all countries share the same interest in providing the best early childhood education for all children.  We have all  determined that learning starts at birth and we also know that the underprivileged children need the benefits to early childhood care and education.  We must be able to make sure that a healthy environment is provided for the early childhood population in order to ensure that they are given the opportunity to reach their potential.

The website states the following:

 Coordination and integration

Early childhood care and education is often the concern of several government sectors and usually these are education, social affairs and health. The multi-faceted nature of early childhood care and education gives rise to the challenge of effectively coordinating provision of policy development and implementation across the different sectors.

Coordination issues include coherent regulation, funding and staffing schemes and a common vision of care and education. Effective coordination must exist among sectors at both national and local level, and also between public and private establishments.

Cross-sectoral coordination is difficult, especially at the national level. It is one of the main challenges facing governments of both developed and developing countries trying to promote a holistic approach to early childhood. Responses vary and some countries have sought to remove the problem by integrating sectoral responsibilities into a single ministry.

Other countries divide sectoral responsibilities according to age range and services. For countries where the responsibility for early childhood is divided, policy and administration coherence are sought through coordination mechanisms (COMs). Generally, COMs are effective when they focus on a particular early childhood programme, target population or specific task but their role is limited in promoting a coherent overall policy and administrative framework across different sectors. 

 It would be very interesting to visit other countries to research how the coordination and integration of early childhood education and care are targeted.  How do other countries work with their policymakers in making sure that appropriate funding for early childhood education and care are addressed and approved?  

 http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/

NAEYC Website:


Again, I looked up the information on the National Association for the Education of Young Children because the organization’s mission and vision interest me very much.  NAEYC works to make sure that the services needed by our young children are being met and the educators are ready professionally to serve these young children.  I looked up more information on one aspect of providing services to young children which is as follows:

Developmentally appropriate practice, often shortened to DAP, is an approach to  teaching grounded both in the research on how young children develop and learn and in what is known about effective early education. Its framework is designed to promote young children’s optimal learning and development.

DAP involves teachers meeting young children where they are (by stage of development), both as individuals and as part of a group; and helping each child meet challenging and achievable learning goals.

Developmentally appropriate practice is the foundation for all of NAEYC's work including—publications, training programs, conferences, accreditation of child care programs, and more.

The three (3) core considerations of developmentally appropriate practice are the following:

Knowing about child development and learning.
Knowing what is typical at each age and stage of early development is crucial. This knowledge, based on research, helps us decide which experiences are best for children’s learning and development. (See “12 Principles of Child Development and Learning” from Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8.)

• Knowing what is individually appropriate.
What we learn about specific children helps us teach and care for each child as an individual. By continually observing children’s play and interaction with the physical environment and others, we learn about each child’s interests, abilities, and developmental progress.

• Knowing what is culturally important.
We must make an effort to get to know the children’s families and learn about the values, expectations, and factors that shape their lives at home and in their communities. This background information helps us provide meaningful, relevant, and respectful learning experiences for each child and family.

The five (5) guidelines for effective teaching through the

Through the decisions they make, excellent teachers translate the DAP framework into high-quality experiences for children. Such teaching is described in NAEYC’s position statement on Developmentally Appropriate Practice, pages 16-23: "Guidelines for Developmentally Appropriate Practice." These guidelines address five key aspects of the teacher's role:

1. Creating a caring community of learners
2. Teaching to enhance development and learning
3. Planning curriculum to achieve important goals
4. Assessing children's development and learning
5. Establishing reciprocal relationships with families

Let’s  think of these guidelines as five points on a star—a “mariner’s star” to guide our journey to help children learn best. Each point of the star is a vital part of good practice in early care and education. None can be left out or shortchanged without seriously weakening the whole.      I strongly believe that if we start working to provide these services to our young children before they start school, they will be better prepared to succeed in their future endeavors.  By working together as a community we will be able to provide the tools these young children need to reach their educational goals.  We must provide all evaluations and assessments on these young children from the very beginning that we see they are having learning difficulties.

For more information about DAP, the 3 Core Considerations, the 12 Principles of Child Development and Learning, and the 5 Guidelines for Effective Teaching, read the NAEYC position statement "Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8" (PDF), adopted in 2009.

www.naeyc.org

Inequity Well Before the Starting Gate

Every year, more than three million children enroll in a public kindergarten program.  A momentous time in their young lives, each child enters with different strengths, weaknesses, skills and needs.  Some differnces are to be expected as normal variations in development, but unfortunately, socioeconomic factors appear to contribute significantly to a school readiness divide.    For decades, studies have revealed that a child's home environment has a profound influence on his/her development and reaidness for school.  Hart & Risley (1995), in their now clasic study found that by the age of three, children in families receiving welfare had vocabularies that were half as large as those of their more affluent peers, with these disparities persisting through childhood. 

Early Childhood Intervention Programs and School Readiness Programs are in place to assist these young children in meeting their developmental milestones.  I attended a Head Start Quarterly Meeting today and learned that in their curriculum they are implementing a school readiness curriculum.  They are working with children in Early Head Start and Head Start be ready for when they start their first day in kindergarten.  They are making sure that each one of the children in their classrooms have a book and that they learn to read this book and understand what they are reading.  So what can we do in order to work on these inequities for all children to start school at the same level as their peers?  The ECLS-K data also provides evidence regarding how some of these inequalities might be reduced.  Children who attend center-based preschool perform better in kindergarten when compared with peers who did not attend preschool.  These effects were larger for lower income children and the effects in reading and math were sustained as the children moved into first grade (Magnuson, Meyers, Ruhm, & Wadlfogel, 2004).,

I believe that we should provide the same level of education to all children no matter what their socioeconomic status is.  Every child is entitled to the same level of quality education in order to not leave any child behind.  In attending the Head Start Quarterly Meeting I heard the message from a speaker where in his school's curriculum they teach the students in their native language.  They set aside one day to speak in Spanish, however, an English speaking student is paired with a Spanish speaking student in order for them to help each other out.

I am saddened by the fact that the School Readiness Program did not receive continued funding from the State and had to be terminated.  What we need to do is make sure that our policy makers are aware of how important it is to continue with programs which are going to make a difference in a young child's life.


Kagan, S. L. (2009). American early childhood education: Preventing or perpetuating inequity? (Equity Matters: Research Review No. 3). Retrieved from Campaign for Educational Equity website: http://www.equitycampaign.org/i/a/document/9833_EquityMatters_Kagan_Final.pdf

  Daily, S., Burkhauser, M., & Halle, T. (2010). A review of school readiness practices in the states: Early learning guidelines and assessments. Child Trends: Early Childhood Highlights, 1(3), 1–12. Retrieved from http://www.childtrends.org/Files//Child_Trends-2010_06_18_ECH_SchoolReadiness.pdf

Again, I choose NAEYC because how the organization works/advocates for young children of the World.  The work of this organization is something short of amazing because of everything they do in order to provide the best for our young children.

 NAEYC's mission is to serve and act on behalf of the needs, rights and well-being of all young children with primary focus on the provision of educational and developmental services and resources (NAEYC Bylaws, Article I., Section 1.1).  I think that the sections/information which seemed particularly relevant to my current professional development is the fact that it stresses the importance of looking out for the well-being of all young children.  I am employed at an Early Childhood Intervention Program and we serve babies birth to age three who might have any developmental delay or special needs and this is the reason why this organization is of much interest to me.

NAEYC expresses its mission in terms of three broad goals which are as follows:

1. Improving professional practice and working conditions in early childhood education.
2. Supporting early childhood programs by working to achieve a high-quality system of early childhood education.
3. Building a high-performing, inclusive organization of groups and individuals who are committed to promoting excellence in early childhood education for all young children.

The vision statement of NAEYC further works on the efforts designed to achieve the following ends:

• All children have access to a safe and accessible, high quality early childhood education that includes a developmentally appropriate curriculum; knowledgeable and well-trained program staff and educators; and comprehensive services that support their health, nutrition, and social well-being, in an environment that respects and supports diversity.
• All early childhood professionals are supported as professionals with a career ladder, ongoing professional development opportunities, and compensation that attracts and retains high quality educators.
• All families have access to early childhood education programs that are affordable and of high quality and actively participate in their children's education as respected reciprocal partners.
• All communities, states, and the nation work together to ensure accountable systems of high-quality early childhood education for all children.

I did not find any controversial statements or ideas on this website which made me think of the the organization's work in a different way because I totally agree with their vision and mission statement.

 I believe that the the policiticians, economists, and neuroscients support the early childhood field by creating new policies which bring more funding to educational programs.  We have the Early Head Start Programs and the Building Bridges Program which are geared towards providing educational services to our young children as early as three years old.

 Other new insights about issues and trends in the early childhood field that  I have gained from exploring the website or e-newsletter is that we must all do our best to provide a quality and effective education to our young children no matter where they come from or who their parents are.