Family Collaborative Project

In order to respond this question, we must first review the history of Developmentally Appropriate Practice (DAP) and Early Childhood Education (ECE). Although ECE has been around since the creation of kindergarten in the 1800’s, the decade of the 1980’s was an important period for ECE. “By the 1980’s, meta-analysis of the well-designed US projects offered compelling evidence on the positive outcomes of [early childhood education and intervention]” (Woodhead, 2007). Therefore, there was much pressure to improve the state of education, including ECE. “The decade of the 1980’s saw numerous calls for widespread school reform, with changes recommended in teacher education, graduation requirements, school structure, and accountability measures” (S. Bredekamp, R.A. Knuth, L.G. Kunesh, and D.D. Shulman, 1992). At this time, there was an increasing concern about the quality of early childhood education for the influx number of families that needed it. This led the National Association for the Education of Young Children (NAEYC) to “begin planning a national voluntary accreditation system for early childhood programs”(NAEYC, 2014). With this planning came a need for a more specific description with regards to accreditation guidelines. Therefore, NAEYC issued a formal statement defining DAP.

Williams, A. A., Cormack, C. L., Chike-Harris, K., Durham, C. O., Fowler, T. O., & Jensen, E. A. (2015). Pediatric developmental screenings:

As a graduate of the Child, Youth and Family degree program from the University of Guelph, I have my certification as an Early Childhood Educator. As a result, I have been thoroughly taught a deep understanding of developing curricula for children that considers government regulations, developmental appropriateness, and learning environments that fosters growth in multiple areas of child development. Additionally,

I seek multiple sources of data, when possible from multiple respondents or contexts, to address all components of the referral question. Furthermore, the physical demands of selected measures must align with the client’s visual, auditory, tactile, fine motor, and gross motor abilities. Additionally, the client’s cultural, racial, language, and educational background must be compared to an assessment’s normed group to ensure validity and reliability of the results. I also document behavioral observations from initial phone calls, to the client’s behavior in the waiting room, and throughout the assessment process. During testing, I strive to reduce tension and ensure the best performance by building rapport, providing a quite environment, offering breaks, and utilizing rewards for children as needed. When pertinent to the referral question, I will document an intentional break in protocol to gather qualitative data regarding the client’s reasoning, strengths, or weaknesses. When formulating a diagnosis I carefully consider my numerous data sources and conduct a detailed differential diagnosis. I also strive to provide evidence based and relevant recommendations that are accessible to the

assessed infants before 18 months and with both mothers and fathers and then followed up with

As a licensed family child care provider the opportunity to leave my learning environment to observe in another center is problematic due to licensing regulations. This observation took place in my own program which is licensed for eight children, currently varying in ages from 19 months of age to five years of age and has a four star bright star rating. At any given time there are always two teacher assistants on staff. I currently have four part-time assistants that work in the learning environment. As there are eight children enrolled each day the ratio must be a 2:8 ratio, therefore I must be included as part of the ratio. This does not allow me the privilege to leave my program, but it allows me to survey my teaching assistants to observe in a more objective way to collect data regarding this assignment. I asked each of them to review the questions that I was to answer and I compared them to my own data. Through this process I was able to gather information and see through a different lens. The following paragraphs will summarize what was observed and documented in Learning Lane Early Learning Program.

Living in a small community we are lucky that a large number of people and agencies work together to help with early intervention for our children. I interviewed a speech and language pathologist from the Birth to Three Program, and speech and language pathologist from a local school in my neighborhood. I also interviewed an early childhood special education in a self-contained applied academic unit in Salt Lake City. There are many similarities and differences in each person instructional style.

The ECERS-R assessment is an early childhood environment rating scale that assesses group programs serving children ages two through five. The assessment incorporates seven categories that focus on the various interactions that take place within a classroom setting. They include interactions with environment, teachers, parents, and other children. The ECERS-R emphasizes the inclusion of children with disabilities and cultural diversity. For this assessment, the chosen facility is the Cornerstone Center for Early Learning. This facility serves children six weeks to five years old, but in this assessment, the designated classroom only included children ages three to five. The funding for this facility includes a mixture of parent contribution and three government programs that include USDA, Head Start, and State Tuition Assistance. Cornerstone is a private facility due to its tuition costs and parent contribution. The teaching philosophy of this facility is to enhance the potential of each child through a higher level of care.

The Florida School for the Deaf and the Blind makes available Parent Infant Programs (PIP) for children ages 0-5 that possess hearing or visually impairments for early intervention without any charge. Families and caregivers will be matched up with a certified Parent Advisor (PA) for sessions to address concerns and priorities from monitoring the child’s progress. One of two PIP tracks is meant to place emphasis on learning through their senses, orientation and mobility, communication to developmental skills, “and transitioning into a school system. The program uses the VIISA curriculum which includes acquiring a wide range of skills and concepts that work for the child and family, as well as information about resources and support services”

The Child Life, assessment requires data from three sources: the health-care team, the family, and the child. With the information provided, Child Life Specialists are able to build a “comprehensive assessment of the needs of the child and family” (Thompson, 2009, p. 116).

The Ages and Stages tools are a set of questionnaires that assesses children’s development. It’s design to involve parents and family members in the assessment, intervention, and evaluation activities surrounding their infants and young children who may be at risk or have a disabilities. The website http://agesandstages.com/research-results/research-behind-asq/ was used to further research the tool.

For the Type II and Type III assessments to gage student growth, we have given the student’s charts so that they can keep track and create data to demonstrate their progress on all skills assessed in the Type II assessment and RH.9.1 emphasized in the Type III assessment. The students are given a pretest for these skills and it is used as each student’s individual base line of data. This means whether the student does or does not have an IEP the data is tailored to the student’s growth regardless of ability. This gathering of data ultimately influences how I plan and design based on how quickly or slowly the skills being assessed are being developed. Student’s in general struggled with skills ____on the Type II in Modern World History and skills____in

The rental lease agreement for the use of the Sharing Station as the headquarters of Family Endeavor was completed. DCM Lead informed that Family Endeavor DCMs began to make recruiting interviews for the DCM staff and will be doing it during the rest of the week. The SETDRG Chair informed that a candidate to lead the Construction Sub-Committee was identified and a meeting will be setting to discuss availability and the configuration of the Construction Sub-Committee. Also informed that the Austin Disaster Relief Network arrived last Thursday and started to do visits on Saturday. They will be doing counseling (wellbeing checkups) and the expectations are to make contact with the entire clients (305) in the data

The Birth through Kindergarten faculty realize the significance of assisting candidates in utilizing supportive skills to increase student learning outcomes and competencies to ensure proficiency as a professional in the field of early childhood education. Opportunities to reinforce specific skills are necessary to increase outcomes in school and the workforce. During the Fall 2016 semester the BK faculty will develop a steering committee that will collaborate with various early childhood agencies

as motor skills, vision, hearing, health nutrition physical development, cognitive development, communication development, social Emotional development, and for the record of the current level of information about the child 's adaptation to the environment, and Family support, related to the normal development of the child should be checked promote the highest interests of the family record. However, this information is optional and may be under parental consent. Description of the main results are expected for the child and family, and the description about the revision of the program description and the required modifications or about to be used for determining the degree of advancement should aim at a degree of compliance, a procedure, a time this requirement and description of the specific services needed to achieve the goals of the child 's mediation, and disclose in any environment, service authorization, Procurement method will be provided with a description of the funds needed about medical services and other services required by the child is required whether the cooperation with other agencies responsible for the implementation plan and a list of service personal found to be. Differences appear to indicate the chronological age and performance level. The blind children who cannot see so it is very