Bringing 2014 DEC Recommended Practices to Life: Seeking Input from the Field

One of the hallmarks of being a professional field of practice with a united commitment to a competent and accountable workforce is having a set of agreed upon practice standards that guide practitioners and families about the most effective ways to improve learning and enhance outcomes for young children and their families. The 2014 DEC Recommended Practices represent the practice standards for EI/ECSE. DEC seeks your input and involvement with the dissemination and product development plan to ensure that the 2014 DEC Recommended Practices are understood and implemented across the broad field of early childhood, including Head Start, public pre-k, early care and education, and family support. Share your perspective, brainstorm with colleagues, and strengthen dissemination efforts

Bringing DEC Recommended Practices to Life: Seeking Input from the Field

DEC seeks your input and involvement with the disseminiation and product development plan to ensure that the 2014 recommended practices are understood and implemented across the broad field of early childhood. Share your perspective, brainstorm with colleagues, and strengthen dissemination efforts

Measuring the Quality of Inclusive Practices::Findings From the Inclusive Classroom Profile Pilot

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Resources within Reason A place to discover good, inexpensive materials for providing effective services to very young children and their families

Each issue will review resources that cost $50 or less on a different aspect of early intervention. This issue features materials for supporting fine and gross motor development

Implementing Inclusive Early Childhood Education: A Call for Professional Empowerment

We present two scenarios involving a family\u27s experience in accessing a quality inclusive education for their young child to illustrate what it might look like if all stakeholders assumed responsibility for implementing the available research-based information to facilitate inclusive early childhood education. The influence and role of each stakeholder group (i.e., families, administrators, practitioners, college and university faculty, researchers) are discussed. We suggest that to move from mediocrity to excellence in providing inclusive early childhood education, professional empowerment must occur at the individual and program levels