Is 40% a high number? It is if one is referring to the percentage of infants and toddlers that are in a care setting that is potentially harmful to their development. This is an alarming statistic that has come out of recent research.

One way to combat this statistic is to ensure that quality care and educational settings are put into place. Within the field of early childhood education one such “quality-control” measure is the accrediting body many are familiar with, the National Association for the Education of Young Children (NAEYC). Licensing is good but it is the minimal requirements that a center needs to meet. When a center is accredited they are saying that they have raised the bar to meet the higher quality standards that have been set through NAEYC.

Through a process in which compliance of program standards have been evaluated, centers may be granted 3 years of accreditation. These centers continue to write up annual evaluations and agree to stay in continued compliance during this period. But what are the things that these accredited centers are doing that equate to quality care and education that combat the before mentioned 40%? Below is a list of such examples:

·         Responsive and interactive caregiving that encourages language development

·         Play is highly valued and opportunities and routines are set into place that allow educated play to occur

·         Individual differences are acknowledged and utilized within the lesson plans and activities

·         The educators within the classroom have a deep understanding of child development and learning and how to apply that knowledge through learning opportunities

·         The ratio and group size is lower than the minimal requirements that have been set by the state

·         Continued opportunities of emotional and social development within and amongst the children are provided

·         Quality toys and educational materials are utilized to challenge the children while also being of interest and safe

·         Collaboration between teachers and families is occurring on behalf of the child’s best interest

·         The health and safety of all children is of utmost importance in all realms of the classroom

You can use the above bullet points to check the quality of your own setting against. How do you stack up? Are you a proponent to eliminate the 40%?

What is the Achievement Gap?

The "achievement gap" refers to the wide gap within standardized test scores among children of color and white students.  Pugmire of Minnesota Public Radio (2004) states it this way, "When educators talk about the achievement gap, they're referring to the wide disparities in performance among racial groups of students". 

A call to reduce the achievement gap is a key message of the National Association for the Education of Young Children's Position Statement.  NAEYC's Position Statement notes "In the United States, children's learning opportunities often differ sharply with family income and education, ethnicity, and language background.  Sizable achievement gaps exist between demographic groups, emerging early in life and persisting throughout the school years.  Narrowing the gaps must be a priority for early childhood educators as well as policy makers." 

The research is clear on the benefits of early childhood education and the role it can play in reducing the achievement gap.  Good early childhood experiences help young children build their language and literacy skills so they can enter school ready to read and succeed. 

Never underestimate what we do as Early Childhood Educators!!!

(Developmentally Appropriate Parctice, 3rd Edition, 2009)

Here’s a challenge for you:  Think of the last week or so.  Can you list 5 ways that you directly supported the families of the children in your early childhood program? 

It is essential that we (early childhood educators) support not only the child but also the family of the child. When working with young children, we cannot separate the child from his family, nor should we.  There is theoretical foundation for this.  Remember Bronfenbrenner’s Ecological Model?  The child is at the center of the model and those who influence his development surround him (Heath, 2005).  It only makes sense that we support those who support the child. 

Let’s take it a step further.  We not only need to support families, but we need to work in partnership with them.  Think of the positive impact that can have for everyone involved. 

For some, this may be a fairly new concept.  What does this look like?  How can we work together with parents and families?  Here are some starter ideas: 

• Invite the family members to events at your facility.  Get them involved.  They will learn more about what you do and how it benefits the child. 
• Provide information that may be helpful for family members in terms of child development or other relevant topics.
• Ask them for input about cultural topics and units.
• Avoid judgment.  Sometimes it is easy to jump to conclusions about the way a family works or the way it is structured.  Early childhood professionals focus only on supporting that child by supporting that family.

Here’s your challenge:  How many ideas can YOU list?  Please support your fellow early childhood professionals by contributing your thoughts and experiences.  Continue this chain and show your commitment to the children and their families.  

Now it’s your turn…

Heath, P. (2005). Parent-child relations: history, theory, research, and context. Upper Saddle River, NJ. Pearson.

I am PROUD to be an early childhood educator, are you?

As my colleagues spoke in the previous two blogs about professional development and advocacy, I began to reflect on another related topic: EMPOWERMENT.  As we advocate for children and ask our state representatives and legislature to invest in our children, it is also critical that we, as early childhood teachers advocate for ourselves and our profession.  My dream for the future is to walk into a room of early childhood teachers and see a group of professionals who KNOW what they do is something to be proud of.

Most people who work with young children do so because they believe it is important.  However, when asked what they do, most early childhood teachers don’t acknowledge what they do as important.  Recently at an early childhood conference, I ran into a teacher that I had worked with over ten years ago.  As we began talking, she told me that she was “still only teaching preschool.” 

In a recent article I read titled, “We Grow Brains!” the authors speak about experiencing the same circumstances.  They speak about teachers who appear to be ashamed that they only work with young children.  Rike, Izumi-Taylor, and Moberly talk about the significance of early experiences and how they shape the brain. They use the base knowledge of brain development to articulate the significance of early childhood education, thus stating that all early childhood professionals should stand tall and let people know that ‘we grow brains’—a profession of great magnitude.

Changing the perception of what we do starts from within.  So, as I write today, I am letting everyone know that I am confident that what I do WILL MAKE A DIFFERENCE in the future of our world!  I encourage all early childhood teachers to stand tall and proud when you say, “I am an early childhood teacher!”  What you do everyday is vital and significant.