Who Cares for America's Children? (1990) / Chapter Skim
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APPENDIX B Professional Standards for Early Childhood Programs
APPENDIX B Professional Standards for Early Childhood Programs
Pages 324-339
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From page 324... ...
The safeguards of the National Black Child Development Institute (NBCDI) were established as broad guidelines for public schools' initiating early childhood programs serving minority children.
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From page 325... ...
These guidelines were developed in 1987 to "offer clear and direct suggestions for ways of ensuring that early education programs in the public schools create a learning environment for Black children which is productive, effective and long lasting in positive outcomes." Center-based programs in the public schools can determine their compliance with the standards through a process of self-evaluation; however, one of the safeguards states: `'Public school-based early childhood programs should be subject to a regular, external review by community members and early childhood development experts." There are no incentives for meeting the guidelines. The standards are designed for programs serving 4-year-olds in public schools.
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From page 326... ...
They cover all Head Start programs, which are for children between 3 years of age and the age of compulsory school attendance unless the Head Start agency's approved grant provides otherwise. "While compliance with the performance standards is required as a condition of Federal Head Start funding, it is expected that the standards will be largely self-enforcing." (Washington, D.C.: U.S.
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From page 327... ...
Staff express respect for and affection toward children by smiling, holding, touching, and speaking to children at their eye level throughout the day, particularly on arrival and departure and when diapering or feeding very young children.... Staff are available and responsive to children; encourage them to share experiences, ideas, and feelings, and listen to them with attention and respect (p.
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From page 328... ...
Suggestions 1. Center directors should have a masters degree in early childhood education or, in addition to a degree in elementary education or a related field, must have completed coursework in early childhood education equivalent to child development associate (CDA)
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From page 330... ...
Director of Day Care Service (where day care is one of multiple services for children) , with professional education in child development, early childhood education, or social work · Center Director, with professional education in early childhood .
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From page 331... ...
19~. NBCDI: Teachers in public school-based programs should be required to have specific training in preschool education and/or ongoing, inservice training provided by qualified staff.
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From page 332... ...
10~. Staff and parent training, under a program jointly developed with all components of the Head Start program, in child development and behavioral developmental problems of preschool children (p.
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From page 333... ...
333 Curriculum Content and Structure INDICATOR: Curriculum encompassing both socioemotional and cognitive development. NAETYC: Staff provide a variety of developmentally appropriate activities and materials that are selected to emphasize concrete experiential learning and to achieve the following goals: a.
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From page 334... ...
The child should be able to enjoy the following experiences: emotional support, warmth, and caring exposure to adult models with whom to identify participation in work with tools or other objects from the natural environment, sometimes in play, sometimes in purposeful pursuits of the real world performance of a variety of tasks so as to have an opportunity to achieve competence in some skill areas a balance of freedom, of space, time, and choice · a balance of independence from adults and dependence on adults · assumption of individual and group responsibilities · interaction with other children, making friends, and participation in group fun and planned activities · affirmation of his or her own heritage and culture and an acceptance and appreciation of others · work at his or her own developmental level and pace, yet with appropriate challenge · learning to handle success and failure opportunity for exploring, inventing,and pursuing individualized ideas and interests (pp.
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From page 335... ...
FIDCR: Not covered. Head Start: Providing a balanced program of staff directed and child initiated activities (p.
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From page 336... ...
12~. NBCDI: Each day in the class there should be evidence of consistent, positive acknowledgment and appreciation of the cultural heritage of Black children through the use of well-chosen visual aids, books, records, and other learning material (p.
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From page 337... ...
241~. Head Start: The plan shall provide for appropriate and sufficient furniture, equipment and materials to meet the needs of the program, and for their arrangement in such a way as to facilitate learning, assure a balanced program of spontaneous and structured activities, and encourage self-reliance in the children.
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From page 338... ...
93~. FIDCR: Not covered Head Start: The plan shall provide for appropriate and sufficient furniture, equipment and materials to meet the needs of the program, and for their arrangement in such a way as to facilitate learning, assure a balanced program of spontaneous and structured activities, and encourage self-reliance in the children.
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From page 339... ...
37~. COLA: In addition to the daily informal contacts, periodic conferences with center staff members or the family day care provider and with the teacher in group day care should be scheduled for parents so they may discuss the child's progress, consider whether he or she is benefiting, and, if necessary, modifier the plan or receive help in making a more suitable arrangement (p.
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