Organizations
Useful organizations for every early childhood professional seeking to improve the quality of care they provide:
Zero to Three is an organization that is committed to helping children from birth through three years old. There are resources available to families, healthcare providers, and teachers through this webpage. There are articles on a variety of different topics related to increasing outcomes for young children. In addition, you can find links to other policy and advocacy agencies that can help in policy improvement initiatives. Professionals in the field may choose to become a member of Zero to Three in order to have access to more resources
Abbreviated NAEYC, this professional organization provides a wealth of knowledge for early childhood educators and administrators. Throughout their website, viewers can find publications of their magazine Young Children and Teaching Young Children; containing articles on a variety of topics. Their position statements are wonderful resources to read in order to gain a deeper understanding of best practices. In addition, their books and professional development trainings are all great assets for the growing professional. Individuals may choice to become a member of NAEYC in order to have access to more resources and become connected to fellow professionals in their geographical area.
Relationships between teachers/ children and the daily interactions that take place in the classroom make a huge difference in regard to the quality of an early childhood environment. Teachstone is an organization that specializes in classroom interactions. They have a classroom assessment tool that rates classroom interactions and is frequently used in quality improvement initiatives and research in the field; through their website you can find more information on this assessment tool. You can also find articles, podcasts, and videos on how to improve classroom interactions.
.jpg)
The Child Development Associate (CDA) is a well-known and internationally recognized credential for early childhood educators. Through obtaining a CDA, individuals learn how to properly care for and educate young children. Every individual working with children should have this basic understanding and use it as a starting point for lifelong learning. There are many pathways one can take in order to obtain a CDA. This website explains the many options available.
Articles
Stay in the Know
Reading articles is a great way to learn more about what it means to be a high quality program and how to get their! Click on the title of the article below to read it in its entirety.
Through this article, NAEYC summarizes their stance on what a high-quality preschool program looks like as well as providing warning signs for families to look out for in preschools. Some of the elements that are expressed as indicators of a high quality preschool are: positive interactions, developmentally appropriate teaching, adaptive curriculum, a program committed to assessing children, and one that prioritizes developing relationships with families. Some of the warning signs for families to look out for in preschools include: unorganized space and materials that do not illicit problem solving. It also warns against centers that have teachers that do not participate with children in activities, who do not set clear behavioral expectations, and who do not speak regularly to families.
This article unpacks what research has shown high-quality in early childhood environments to be. It also elaborates on current quality improvement efforts taking place and policy recommendations. The different types of quality considered in the article are process quality and structural quality. The article also breaks down the current state of the industry and where quality rating scales currently stand across the nation.
This articles purpose is to highlight to the reader the core components of a high quality early childhood program. It begins by establishing a fundamental understanding of why quality matters, it then proceeds to elaborate on specific components of quality. The elements elaborated on are interpersonal interactions, physical environment, and program structure. The article also elaborates on key components of already established state run quality improvement initiatives. It ends by explaining the need for a professional teacher workforce, effective leadership, age-appropriate curriculum, comprehensive family engagement, continuous improvement systems, and sufficient funding as important elements of quality.