Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation
has several recommendations for the early childhood field. Pick 3 recommendations and describe how you would implement them and how the recommendations contribute to children'sdevelopment.“Transforming the Workforce “Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation” (2015) What is the current state of Early Childhood? FRAGMENTED “Yet just when children would benefit most from high-quality experiences that build on each other consistently over time, the systems with which they interact are fragmented.” “Transforming the Workforce” What do we need know? We need to learn about “early childhood development and identify ways that educators and caregivers can best support children’s development and learning”. Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation Research has proven; Children’s thinking, social and emotional skills are more complex than originally thought or that outward behavior can demonstrate Being aware of infants/toddlers and preschooler’s abilities ; “educators can deliberately enlist the child’s existing knowledge and skills in new learning opportunities. Instructional strategies that promote higher-level thinking, creativity, and some abstract understanding”. Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation How do we accomplish offering appropriate education for infants to age 8? Work on the recommendation from” Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation” Recommendations Strengthen competency-based qualification requirements Minimum bachelor’s degree qualification requirement, with specialized knowledge and competencies, for all lead educators Strengthen practice-based qualification requirements, including a supervised induction period Develop a new paradigm for evaluation and assessment of professional practice strengthening collaboration and communication among professionals and systems within the care and education sector and with closely related sectors, especially health and social services” Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation Recommendations continued “Ensure that policies and standards that shape the professional learning of care and education leaders encompass the foundational knowledge and competencies needed to support high-quality practices for child development and early learning in their organizations. “ Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation ECED& 104 Introduction to Early Childhood Education An Open Educational Resource Textbook Introduction to Early Childhood Education An Open Educational Resources Publication written by Washington State Early Childhood Faculty Lead Peer Editors: Dr. Mary Garguile, Olympic College and Christie Fierro, Olympic College Cover Image: Unsplash This is Version 1.1 This work is licensed under a Creative Commons Attribution 4.0 International License. Preface Overview to this Textbook Welcome to Introduction to Early Childhood Education. This textbook will cover the following topics: · An overview of the field of early learning · Historical roots of early learning · Professionalism, values and ethics required for working in the field · Philosophers and theorists that have contributed to early learning · Brain development and the importance of executive function · Developmentally appropriate practice · Developmental theory: how children grow and develop · The value of play for young children · Environments both indoors and outdoors and the contribution both make to the developing child · Family connections and support for all families · Issues and trends within the field of early learning · Beyond behaviors: guiding children’s behavior · Adverse Childhood Trauma and building resiliency · Diversity and equity within the field of early learning The beginning of each chapter includes a brief biography of the author and peer reviewer for the chapter along with a side note containing an overview of the topics discussed within the chapter. Student Learning Outcomes ECED& 105 Introduction to Early Childhood Education is found in the common course inventory in Washington State. It is one of the first courses found in the ECE Initial Certificate and holds a set of common student learning outcomes that are aligned with Washington State Core Competencies as published by the Department of Children Youth and Families www.dcyf.wa.gov as well as the national organization: National Association for the Education of Young Children www.naeyc.org Noted at the beginning of each chapter is the student learning outcome(s) that best aligns with content written in the chapter. The table that follows notes the alignment of the student learning outcomes at most Washington State Community and Technical Colleges. It should be noted that some colleges have additional outcomes. Student Outcomes: upon completion of the course, students will be able to: Washington State Core Competency NAEYC Standard with Key Elements explain current theories and ongoing research in early care and education. I. Child Growth & Development—3.f VIII. Professional Development & Leadership—3.f 6. Becoming a Professional. Key Element 6c, 6d. describe the role of play in early childhood programs. I. Child Growth & Development—1.f II. Curriculum & Learning Environment—2.k, 3.i 1Promoting Child Development and Learning. Key Element 1c 2Building Family and Community Relationships. Key element 4d compare early learning program models. VII. Program Planning and Development—3.a. VIII: Professionalism—2.e 4. Using Developmentally Effective Approaches to Connect with Children and Families. Key element 4d. explain the importance of developing culturally responsive partnerships with families. IV. Family & Community Partnerships—1.b., 2.i. 2. Building Family & Community Relationships. Key Element 2.b, 2.a, 2.c. 6. Becoming a Professional. Key Element 6.b. identify appropriate guidance techniques used in early care and education settings. VI. Interactions—1.b., 2.d., 2.f., and 2.i 1. Promoting Child Development & Learning. Key Element 1.c. 4. Using Developmentally Effective Approaches to Connect with Children & Families. Key Element 4.a. describe the observation, assessment, and teaching cycle and used to plan curriculum for all young children. II. Curriculum—Environment, 2.j. VIII. Professional Development & Leadership—3.a. 4. Using Developmentally Effective Approaches to Connect with Children & Families. Key Element 4.d. 5. Using Content Knowledge to Build Meaningful Curriculum. Key Element 5.c 6. Becoming a Professional. Key Element 6.a, 6.b., 6.c, 6.d apply the professional code of ethics for early care and education to resolve dilemmas. VIII. Professional Development & Leadership—1.g, 3.c, 3.d 6. Becoming a Professional. Key Element 6.a, 6.b. describe major historical figures, advocates, and events shaping today’s early childhood education. VII. Program Planning & Development—3.a VIII. Professional Development & Leadership—3.c 4. Using Developmentally Effective Approaches to Connect with Children & Families. Key Element 4.d 6. Becoming a Professional. Key Element 6.d. Project Coordinator Note One of the beauties of Open Resource materials is that instructors are able to edit as they see fit to suit their course needs. Although the authors feel that we have included rich information that meets the needs of students taking an introductory course in the field, instructors might choose to add additional materials or edit chapters to fit their communities. It is our hope that you will find this book to be a foundational piece to your introductory course keeping in mind that our vision for the book was much like going to your favorite buffet restaurant . . . you get a little bit about a whole lot. Funding restrictions did not allow us to create test banks or PowerPoint presentations to match the text. It is our sincere hope that with version 2.0 of the text those ancillary materials might be included. In the meantime, we hope you and your students enjoy our textbook. Gayle Julian, Olympic College Author and Review Statement Introduction to Early Childhood Education Open Education Resources Textbook for common course ECED& 105 Introduction to Early Childhood Education was produced with support from funding secured through the Carl D. Perkins Act. Authors This book was a collaboratively written textbook by Early Childhood Faculty from around Washington State. The following contributed to the completion of this textbook: Gayle Julian, Project Coordinator, Olympic College Brenda Boyd, Washington State University Angela Blums, Pierce Community College Chris Moon, South Puget Sound Community College Davida Sharpe-Haygood, Pierce Community College Jennifer Karshna, Tacoma Community College Sharene Leek, Pierce Community College Ardene Neimer, Olympic College Ninder Gill, North Seattle Community College Peer Review This book has been peer reviewed by 11 subject experts from five higher education institutions and one Early Childhood Agency in Washington State. Each chapter received an open and collaborative review from two reviewers, one based on their area of expertise and another with required specific knowledge in accessibility and annotations. In addition, an overall review of the text for continuity was conducted by a content area expert. Reviews were structured around considerations of the intended audience of the book, and examined the comprehensiveness, accuracy, and relevance of content. Reviews were also focused on relevance longevity, clarity, consistency, organization structure flow, grammatical errors, and cultural relevance. Gayle Julian would like to thank the review team for the time, care, and commitment they contributed to the project. I recognize that peer reviewing is a generous act of service on their part. This book would not be the robust, valuable resource that it is were it not for their feedback and input. Reviewers included: Sophie Truman, Lake Washington Technical College Linda Felch, Clover Park Technical College Jessica Kirchhofer, Western Washington University Hannah Mechler, Grays Harbor College Brandi Renis, Lake Washington Technical College Holly Lanoue, Olympic College Mary Garguile, Olympic College Meka Riggins, Child Care Aware of Washington Sharon Romppanen, Bellevue College Shanti Connors, Lake Washington Technical College Sally Holloway, Whatcom Community College Administrative Support: Danessa Gray, Olympic College The authors and reviewers would like to thank Workforce Development Dean Amy Hatfield at Olympic College for her support in securing funding through the Carl D. Perkins Act for this collaborative project. Context for this Text “Each and every child, beginning at birth, has the opportunity to benefit from high-quality early childhood education, delivered by an effective, diverse, well-prepared, and well-compensated workforce”—Power to the Profession Vision Statement, NAEYC (National Association for the Education of Young Children) Today’s children live in an increasingly diverse world that is dynamic and changing . . . minute by minute. What remains constant in the minds of people who make the profession of early education a part of their world is that the work involves learning about yourself as much as it does learning about the field of early learning and the children and families we serve. The National Association for the Education of Young Children (NAEYC) is an organization that guides the work that we do each day. NAEYC’s Power to the Profession initiative is a framework to unify the field. Pieces of the framework have guided this textbook, and to that end the authors would like to share common terminology used through the text that supported our efforts and give context to the book. Early childhood is defined as the period of life that includes pre-birth through age 8. The field is referred to as early childhood education and encompasses education and care provided in all types of settings for children birth to age 8. Within this context, each state’s unique and complex systems exist, and the focus of this text is based in Washington State policies. Education is defined as a series of learning experiences with related and age-appropriate assessments of learning within a program. Programs may be called childcare centers, preschools, child development centers or family childcare centers. Programs