Students' perceptions of early childhood program quality according to the National Association for the Education of Young Children standards

The purpose of the study was to evaluate the extent to which one community college was preparing its early childhood education students for employment in the field according to the National Association for the Education of Young Children (NAEYC) professional preparation standards, based on the perceptions of program graduates and majors enrolled in at least one Early Childhood Education course during the fall 2009 and spring 2010 semester. By analyzing the perceptions of early childhood students and graduates of their preparation to meet the nineteen key indicators of associate degree program quality established by NAEYC, the study provided insight into what students and graduates perceived as the strengths and weaknesses of the program. Program faculty could use this information to enhance program quality, complete a program review and prepare for NAEYC re-accreditation. The researcher developed a survey to investigate the perceptions of early childhood students and graduates of their preparation to meet the nineteen key indicators of associate degree program quality established by NAEYC. The instrument could be used by other early childhood associate degree programs to examine students’ and graduates’ perceptions of program quality related to NAEYC standards. The researcher established the face validity and content validity of the instrument. Cronbach's alpha (1951) was used to estimate the internal consistency of the survey items. Cronbach's alpha was calculated to .960. The research literature suggested that there was a relationship between teacher preparation and child outcomes in early childhood education. A survey was conducted in the summer of 2010 with a sample of one hundred twenty-seven students in and graduates of the early childhood education program at a community college in the southeastern United States. Perhaps the most significant finding to emerge from this study was that participants perceived themselves as “well prepared” to meet all five of NAEYC’s professional preparation standards for associate degree programs. Demographic characteristics including ethnic background, place of employment, current position, children served and quality of place of employment as measured by licensing status, star rating and NAEYC accreditation status, did not have an effect on participants’ perceptions of their preparation to meet NAEYC Standards 2, 3 or 5. There was a difference in students’/graduates’ perceptions of their preparation to meet NAEYC Standard 1 based on the quality of their place of employment, and of their perceptions of their preparation to meet NAEYC Standard 4 based on their current position and the quality of their place of employment. Participants perceived child guidance coursework, interactions with classmates, hands-on experiences and child development coursework to be the most beneficial aspects of the program. Participants perceived a need for greater or additional preparation in the areas of child guidance, curriculum planning and/or implementation, and working with families and communities

Macfeat Early Childhood Laboratory School Earns Accreditation from NAEYC

The Macfeat Laboratory School serves children ages three to five and is operated by the Richard W. Riley College of Education as a training/demonstration/research facility. To earn NAEYC accreditation, Macfeat went through an extensive self-study process, measuring the program and its services against the 10 NAEYC Early Childhood Program Standards and more than 400 related Accreditation Criteria

Early Childhood Education in Buffalo, New York

The National Association for the Education of Young Children (NAEYC) defines early childhood education as the learning experience of a child from birth to age eight. It is generally agreed that the human brain undergoes great growth and change in the years before age five. High-quality early childhood education will include development of a child’s cognition, language, motor, adaptive, social, and emotional skills

Training to Be an Early Childhood Professional: Teacher Candidates’ Perceptions about Their Education and Training

Professionalism in the context of early care and education has received considerable attention in recent years (Caulfield, 1997; Harte, 2011; Tigistu, 2013). According to the 2010 National Association for the Education of Young Children (NAEYC) Standards for Initial & Advanced Early Childhood Professional Preparation Programs, teacher candidates prepared in early childhood degree programs should identify and conduct themselves as members of the profession, know and use ethical guidelines and utilize other professional standards related to early childhood practice (NAEYC, 2012). In their final journal entry for a student teaching practicum course, teacher candidates in an accredited early childhood program reflected on what it means to be an early childhood professional. In alignment with the 2010 NAEYC Standards, teacher candidates appeared to recognize that being an early childhood professional means having an understanding of the specialized knowledge required to be effective in early childhood education. They also appeared to be aware that providing responsive, supportive curricula, which acknowledges and respects the whole child and family and their cultural backgrounds, is an integral aspect of the early childhood profession. Implications from this inquiry suggest that the early childhood program should ensure the fidelity to the NAEYC Standards by aligning assignments that incorporate the language and expectations of the Standards

Supporting High Quality Early Childhood Experiences for Children with and Without Disabilities and Their Families in Nevada

It has become common for young children to be enrolled in some form early care or education programs before entering kindergarten (Whitebrook, McLean, & Austin, 2016). These experiences can encompass a range of programs and many families use multiple programs to meet their needs (U.S. Census Bureau, 2013). According to the U.S. Departments of Health and Human Services and Education (DHHS/DOE; 2014) early care and education includes programs that: provide early care and education to children birth through age five, where the majority of children in the program are typically developing. These include, but are not limited to, private or publicly funded center or family-based child care, home visiting, Early Head Start, Head Start, private preschool, and public school and community-based pre-kindergarten programs, including those in charter schools. (p.1) Quality early childhood programs help to promote children’s learning and development across all domains of development and prepare them for kindergarten. For children with disabilities, being meaningfully included in early care and education programs can support positive gains in development and learning. Furthermore, these early childhood programs have become vital for parents of young children to seek out employment, further education, and respite from the demands of parenting (Shonkoff & Phillips, 2000). However, families of young children with and without disabilities continue to struggle with access to affordable programs that meet the complex needs of families and support high quality and evidence-based early childhood education. As with the rest of the country, Nevada has been working to further the quantity and quality of early care and education experiences for its youngest residents and their families. However, as early childhood programs cross multiple sectors, departments, funding streams, and state and federal policies as well as challenges to serving children in urban, rural, and tribal areas of the state, moving ideas into action has been difficult

Service Learning Project

UNLV CSUN Preschool has been accredited by the National Association for the Education of Young Children (NAEYC) since 1994. The preschool’s mission is to “Provide a model inclusive early childhood program that serves children of students, faculty, staff, and the surrounding campus community. As the field of early childhood care and education evolves to meet the growing needs of today’s young children and their families, our preschool will continue to play a leadership role in teaching, training, and research at UNLV.” (unlv.edu/preschool/about).https://digitalscholarship.unlv.edu/educ_fys_103/1043/thumbnail.jp

Getting in Sync: Revamping Licensure and Preparation for Teachers in Pre-K, Kindergarten and the Early Grades

Outlines the challenges in teacher preparation and licensure, with a focus on pre-K through third grade; promising practices such as increased classroom experience and selectivity; and suggestions for improving teacher preparation programs and policies

Can Accreditation Work in Public Health? Lessons From Other Service Industries

Reviews the literature on the experiences and outcomes of existing accreditation programs in health and social service industries in order to derive implications about the potential benefits and costs of accreditation for public health agencies

Young children’s experience of visual displays of their artwork

The practice of displaying children's artwork in early childhood classrooms poses a number of questions about the child and his or her visual artwork. This paper focuses on young children’s experiences with the display of their own visual artwork. Following Giorgi's (1985a; 1985b) approach to conducting phenomenological psychological research, 13 children between the ages of 4 and 6 years attending an independent school outside metropolitan Detroit, Michigan (USA) participated in semi-structured interviews as a way of uncovering their lived experiences of seeing their artwork displayed. The study yielded 12 essential themes and from these three key issues and their implications for early childhood art education are explored

Ensuring Quality Care for Low-Income Babies: Contracting Directly With Providers to Expand and Improve Infant and Toddler Care

Outlines current state childcare subsidy policies and the need to provide high-quality early childhood care to all families. Recommends contracting directly with providers to secure spaces for low-income babies and to ensure higher standards of care