Evaluation of Two Preschool Classrooms Using Early Childhood Environment Rating Scale

Over the years the long-term effects of preschool childcare has been a topic of growing interest. The use of these programs have grown dramatically over the years, and more than half of all three to five year olds in the United States attend childcare centers prior to kindergarten (Peisner-Feinberg et al., 2001). Many questions have risen overtime on the quality of childcare centers, and the research on these issues has been extremely inadequate. Do these early childcare centers have a long-term impact

connections between young children’s development and learning and their later attainment and school achievement. In addition, negative courses for children who begin kindergarten behind their peers have been reported. These results make it necessary that preschool children have the basic foundation for upcoming school success and are ready when they enter kindergarten. In the past it was expected that children were ready for kindergarten if they were healthy and well-nourished; thoughtful of other’s emotions;

(77%) were not accredited. The researchers used data available for public use located on the DCF website. All of the facilities in the counties that were under the jurisdiction of DCF were analyzed using 4 years of data from January 2007 until December 2010. Statistical data analysis was conducted using mean, standard deviations, frequency, and percentages. The results indicated that the Class I violations were low in Gold Seal programs than programs that were not Gold Seal accredited. Class I violations

An Exploratory Literature Review: Trends in Early Childhood Gifted Education First Phase Research Results Introduction My interest gifted education started, when I reflected on my teaching experience and philosophy. Before start pursuing my master degree in the US, I was a kindergarten teacher. During my practice in a public school kindergarten classroom, I had a very bright student who immediately picked up cues that I gave about the activity of the day. She was quickly and correctly finishing

to them. The attachment styles are secure, anxious-preoccupied, dismissive-avoidant, and fearful-avoidant. Bowlby, an early psychologist studying attachment styles theorized that the attachment relationship that a child has with his/her primary caregiver will determine the attachment style the child develops (Bowlby, 1969). When caregivers provide a safe and trusting environment and are responsive to the needs of the child, the child develops a secure attachment style. When the child does not receive

with ASD become teenagers they are faced with having to deal with the normal hormones of puberty but lack the communication skills to verbalize their concerns. There is no known cure for ASD but it is treatable and the children can progress with early intervention being key (National Autism Association, 2014). Interventions such as Applied Behavior Analysis (ABA), Developmental Intervention Model (DIM), and Treatment and Education of Autistic and Related Communication of Handicapped Children (TEACCH)

Running Head: Leadership Management and Administration in Early Childhood Care and Education Settings Effective Supervision Lalithambal d/o Tanggaraju Asian International College Contents Page 1. Part 1 1-3 2. Part 2

California Preschool Learning Foundations Volume 2 CALIFORNIA DEPAR TMENT OF EDUCATION • SACRAMENTO, 2010 California Preschool Learning Foundations Volume 2 Visual and Performing Arts Physical Development Health Publishing Information The California Preschool Learning Foundations (Volume 2) was developed by the Child Development Division, California Department of Education. This publication was edited by Faye Ong, working in cooperation with Laura Bridges and Desiree

Study: Effective Teaching Strategies for a Student with Asperger’s in the General Educational Classroom Elizabeth Addington Durgin George Mason University Abstract At a training session in Loudoun County Public Schools (LCPS) on Autism Spectrum Disorders (ASD), statistics were shared of the number of students in the school system with an ASD diagnosis. It has become the third most common childhood illness. In the LCPS 10.6% of Individualized Education Programs (IEP) are dedicated to students

Their reaction is usually different. Many are driven by doctors to fix their child’s deafness. Whether it is through hearing aids, surgery, audiologists, speech therapy, using teachers that are trained in children with disabilities. The child grows up thinking something is wrong with them. Sadly hearing parents don’t realize that Deaf parents raise their Deaf children successfully with out many of these expensive services