Supporting early childhood professionals worldwide in
their efforts to craft thriving environments for children and adults.
I have a new philosophy. I'm only going to dread one day at a time.
-Charlie Brown in "Peanuts"
This powerful series of DVDs offers you practical ideas and experienced insights from seasoned professionals who speak with the passion and perspective that can only come from years of working with directors, teachers, young children, and their families. Interlaced with real-life classroom video, they provide a rich platform for staff development and training sessions that will inspire, motivate, teach, provoke new thinking, and generate lively discussions.
Supporting Teacher Performance - Chapters:
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I do not agree that the Federal Government needs to get involved in early learning at all. Education is a states right according to the constitution. In fact the education department at the federal level needs to be disbanded. Most of the points on the list are excellent and each state needs to support early learning.
I confess that I have not read the entire article from the Center for American Progress. As I read their recommendations, I was left wondering if they are aware of Head Start efforts under the Head Start Child Development and Early Learning Framework initiative. Everything they advocate to occur at the federal level is already happening in this initiative except their desire to channel funding through state governments which simply results in a duplication of administrative structure that already exists through the 45 year, proven effective Head Start program. I intend to read their entire article with these same thoughts in mind.
I am totally against these federal recommendations (which seem to come up on a regular basis). I am particularly opposed to the "alignment with state standards". As we all know, what this actually means is for states to dictate to early childhood programs inappropriate academic outcomes for young children. They have already done this with Head Start. When is alignment with K-12 going to mean that K-12 will align with all the wonderful, developmentally appropriate things that early childhood programs do (i.e play, the arts, use of the outdoors)? Secondly, if the feds really want to have an impact on the quality of early childhood programs, they need to increase reimbursement rates and make sure that schools receive the 40% reimbursement for children with disabilities (including age 3-5) that they have promised!
This is classic "preaching to the choir" language. Who will receive it? Who will read it? I suspect that the ECE field itself needs to buy into these actions. They need to be converted into a platform on which we all are willing to stand and command attention. We have 150 years of limited government action in ECE in the United States. But we must start somewhere and aim toward something bigger than anything we've done so far. To claim a quotation used by Professional Impact NJ, "start with change in yourself...and start now!"
What an interesting article to come out on the day we celebrate freedom. These types of standardizations work against the freedom we have fought so hard to gain. When will we stop trying to "fix" secondary education by putting more and more pressure on early childhood. This does not honor the purpose and intention of childhood which is to be a self-directed, explorative, open-ended and free individuality. When will we remember to receive young children in reverence, educate them with love and send them forth in freedom.