Sharing Web Resources

Saturday, October 13, 2012

Sharing Web Resources

When you choose the Accreditation tab on the NAEYC website there is an invitation to share ideas about early childhood initiatives. NAEYC sees strong early childhood systems as an intentional way to improve quality in early care and education. On the “Can We Talk?” page you can follow a link to see how your state incorporates NAEYC Accreditation into quality rating systems.

The key components strengthened through Accreditation self study and assessments are listed with links to deeper reading. The topics that caught my attention were staff supports, policies for engaging families and community involvement.

NAEYC offers three types of Accreditation: one for children’s programs; another for Associate Degree Programs and the third for Baccalaureate and Graduate Degree Programs. The summary of quality indicators directs readers to a link to the National Data Warehouse.

NAEYC Center for Applied Research

http://www.naeyc.org/resources/research/overview

“A major goal of NAEYC’s Office of Applied Research is to bridge the gap between early childhood research and practice. Those who work closely with children must have access to high-quality research in order to ensure the practices they use in the classroom are best for the children and families they serve.” (NAEYC, n.d.)

http://www.naeyc.org/resources/research/accessing

For early childhood professionals not affiliated with an institution of higher learning the list of research documents, reports, search engines and current articles is very valuable.

The national attention in early learning to quality rating systems is helping to define an early childhood professional career opportunity. Technical Assistance Professionals are adult educators with the skills and knowledge to provide mentoring on the job with early childhood teachers. The presentation materials are available to read on the website at the link below. As a center director, I enjoy the technical assistance aspect the most and there are many strategies for me to utilize in the webinar materials.

“Technical Assistance Professionals (coaches, mentors and consultants) New!

We provided an overview of:

· NAEYC’s new public policy report, Strategic Directions: Technical Assistance in State Early Childhood Professional Development Systems, and

· NCCP’s recent report, Coaching and Quality Assistance in Quality Rating Improvement Systems: Approaches Used by TA Providers to Improve Quality in Early Care and Education Programs and Home-based Settings”

Policies and Practices that Strengthen Technical Assistance

http://www.naeyc.org/files/naeyc/TA_Professionals_Webinar_Aug8.pdf

While searching for support materials on excellence and equity, I discovered a recently added webpage:

“States Policies on NAEYC Accreditation, Quality Rating and Improvement Systems and Tiered Reimbursement Programs”

http://www.naeyc.org/policy/statetrends/qris/accreditation_tieredreimbursement

Tackling QRIS requirement with the documentation and change that is recommended can feel daunting. Looking at the states that are undergoing QRIS and the strategies being used provides encouragement and the spirit of collaboration.

"Children’s Champions Update" provides information regarding legislative action. Federal budget resolutions impact appropriations to early childhood programs that provide access to quality early care and learning for low-income families.

Join Children's Champions email list to receive regular updates and action alerts on important child and family issues being considered by Congress and the Administration.

The website has a page of quotes, I chose to share:

The question is not whether we can afford to invest in every child; it is whether we can afford not to.

—Marian Wright Edelman,
U.S. children’s rights activist

Reference

National Association for the Education of Young Children (n.d.) Accreditation. Retrieved from http://www.naeyc.org

1 comment:

DOctober 14, 2012 at 8:16 PM
I love the quote from Marian Write Edelman. This is a perfect reminder of the importance of what we do everyday!
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Personal Childhood Web

Joanie Peterson, my mother, was very engaged in my life from birth. I was the oldest and the only child until I was five. I was loved,my mother spent time with me by including me in whatever activities needed to be done. I remember the old tile floor in the kitchen that had to be waxed regularly. When the wax dried, my mother would give me an old towel to stand on and she would put on music and we would dance the twist until the tiles were buffed. My mother was finishing her bachelor degree in psychology and English during my first three years. I had the opportunity to meet lots of people in a community of shared values. I had time to play uninterrupted and my play was very creative and complex, with hours outside. I was read to and the value of learning was instilled in me early, but not in a competitive way, to be recognized as the best, but in a very personal way. Was I giving the task or the skill my best effort? Her approach to parenting developed intrinsic motivation in me. I am a great team player, motivated and satisfied to make sure the team does well. The measure of achievement is the level to which I tried my best. I can take a risk to take on a new challenge, because I know my mother will always love me. I value personal responsibility.

Rev. Merton Peterson, my father, was finishing seminary and pastoring his first church when I was born. I remember sitting on his lap, watching him type, helping fold bulletins, turning the handle on the old mimeograph machine, and going on home visits with him, when he needed to visit families from the church. We did not have material wealth, but I never felt poor We had enough that we could share. My did believed in me, when there was something I needed to do or learn he always spoke as though I had already mastered the task. I believe he spoke with confidence, because he has prayed for me every day of my life. Being a pastor's child means you learn manners, expectations and hospitality very early. We had lots of company. I loved giving up my bedroom and sleeping in a sleeping bag so the missionaries could have my room when they visited. I would listen to stories of their experiences in different countries and how they would help build homes and schools and grow crops wile they shared that Jesus loved them. I share my family's faith in God and the value that people are more important than things.

My extended family did not live close to me as I was growing up. But my grandmothers and aunt were prolific letter writers. We visited family every holiday, making holidays feel very special. I would listen to the adults share stories about family and friends. I knew that family were there for each other. My great-great grandparents were homesteaders. There was a strong sense of work ethic practiced. There were ranchers and there were farmers. It takes commitment and self determination to make it work. The entire family has to help to get the cattle in or harvest the crops. I remember the first time I was allowed to go on a cattle drive. I was probably seven. The strong connection to aunts, uncles and cousins as we spent the day on horseback gathering the cattle that were scattered among the trees and meadows in the foothills was exhilarating—I belonged, I was given worthwhile work. The farming family was an even stronger influence on my work ethic. When we visited the farm there was always tasks I could participate in: picking fruits and vegetables to can or freeze for my families use and when I got older picking melons or driving a tractor. It was part of being a member of my family. My family values hard work and integrity.

The church community provided a foundation of belonging and strength in conviction. Looking back I can appreciate that those families made sacrifices to make I had what I needed. The children were my friends, we could discuss the roles we were in and decisions we faced from a shared set of values. I never felt alone. As a community we looked out for each other. The community demonstrated living the values they held.

School Environment, Most people cannot imagine going to a school that houses children from kindergarten through senior high in the same building. Still the school community had enough diversity of values that it was a great place to have my values challenged and for me to exercise the decisions to stand true to my values. With only thirteen in my graduate class, but still the roles and functions of any school, there was so much opportunity to try out many different tasks. There were sports, student council officers, music, drama and clubs. I tried it all, because in a school that small everyone needs to get involved to have enough participants. My work ethic and integrity rewarded me with responsibility and opportunities. The most unusual was a flight class to learn to be a pilot, which included flight hours in a small plane. In the state I was raised, schools were the hub of activity for rural communities. Everyone came to all the events. People valued being together.

Wendy Newby - Have I asked the right question?

Saturday, October 13, 2012