Nashville After Zone Alliance Case Study

For the classroom observation assignment I was able to observe at Stepping Stones Family Childcare and Preschool Program. I conducted observations for five hours each on the dates of September 24th and September 25th of the year 2015. This licensed home-based daycare and preschool program is located in a quiet suburban neighborhood on 4103 Bryant Street, Blasdell, New York. The facility allows for a twelve-child capacity (ages 6 weeks to 12 years with four additional school age) and is owned and founded by Kim Bannister. When I observed, there were two additional staff present. Therefore, there were a total of 3 adults and 12 children at the center when I observed. New York State Senator Marc C. Panepinto was also present on September 25th as he read to the children and toured the home. I chose this specific setting as I personally thought it would be an interesting dynamic to study how a home-based preschool program is run.

For this to happen, these institutions must become more accountable to the needs of the NA/AN community. For example, it is clear that the educational needs of NA/AN children are not being met, which leads to large educational disparities. It is also not hard to imagine that these educational disparities could account for some of the poor mental health outcomes in NA/AN youth. NA/AN educational settings are plagued by high grade retention, absenteeism, and low parental involvement, among other things. This points to a system designed without their needs in mind. Nevertheless, educational systems can learn from past mistakes to support NA/AN children in culturally appropriate ways. First, teachers and administrators need to take an active part in fostering relationships with the communities they aim to serve to get a sense of their goals for the education provided to students. One way to satisfy this is to incorporate basic elements such as the language of the community and their cultural teachings. School systems could also focus on incorporating some element of the strong extended family network into their setting so that they have more family involvement with education. Additionally – and this element may be the hardest to change – administrators may have to take a look at how appropriate it is to evaluate NA/AN youth via traditional American-based practices. These include the

The New Jersey State Department of Education received government, state, and local funding for youths ages 5-17, as part of the 21st Century Community Learning Centers Program. The question is; how can the states revise and disperse the amount of funding allocated for after-school programs for the current number of children enrolled? How can we raise awareness about the higher enrollment after-school programs offered for children of all ages? The current data shows the ratio of children enrolled versus the number of children not enrolled, offset the amount of dispersed funds, and varies state to state. The New Jersey Department of education allocates the funded money towards after-school programs housed at public schools with a high enrollment rate while other states do not. This leaves a huge gap in society with not enough funds creatively used towards youth programs. Children of all ages should have access to an after- school educational program and support from within their community. Common motivational goals set forth in the evaluation for this program are, for children to receive the enhancement of moral values, equality, and diversity through after-school educational programs within their local school districts. This evaluation is based on the logic model format and designed to meet the needs and demands assessment criteria. Weighing the outcome of an economical developed society in which graduation rates will increase. While, in past the government started

The thought was by working with children at an early age it would provide them with the tools and encouragement to embrace life and find meaning for their own lives. This is a worthy challenge, however now I see the need to seek an active role on the macro level. Assisting people in embracing and cultivating their personal skills and qualities is exciting but without equal access and fair opportunity these same children could be doomed to an inevitable fate of being stuck in the system. There must be a change in people’s mindset regarding genuine poverty and the true struggle of American citizens, from the forsaken Native American reservations to the old mining towns in rural areas of American to the impoverished citizens in both urban and suburban America. These changes will not manifest until policies and laws are changed. It can only happen when people unite with a solid strategy to dismantle the personal kingdoms created by corporate America and the government, replacing them with a commitment to implementing programs and services that eliminate some of the inequities of the

Education is a necessity in order to have the expertise needed to successfully perform in today’s society. It allows us to process new information and make deductions on a daily basis. In particular, grade school education is exceptionally important for proper human development. It provides children with the basic foundation for education and knowledge. Over the course of many years, it has become apparent that there are several disparities within early education. According to The New York Times Magazine, children who are minorities or who live in poor neighborhoods are more likely to attend schools that are lacking necessities compared to children who are not minorities or who live in rich neighborhoods. This disparity in education

Niños Barrio Inc.five year plans include developing the strategies and actions to accomplish measurable achievements in kindergarten readiness. The strategies that are presented are grounded in evidence-based practices, and are exclusively intended to be used as a guide for policymakers, legislators, caregivers, early care and education providers, healthcare providers, and other concerned community members to expand on our ideas and concepts to make access to this beneficent nuance program available in every Hispanic and low-income community around the United States.

For instance, “parents, educators, affiliates of religious organizations, and community members have an obligation to provide young people with training appropriate to their age level” (Huitt, 2004, para. 8). By leveraging community resources, children can benefit by learning from individuals within society. The term prosocial conduct was introduced, which can be demonstrated by working with community members through volunteer work and developing character (Huitt, 2004). In addition, the Virginia’s Board of Education has approved some religious organizations to conduct preschool sessions for early childhood development (McDaniels, 2016). Furthermore, another religious organization provides reading lessons for adult learners with reading difficulty. The purpose is to address the gap in learning so parents can enhance the child’s learning environment in the home (McDaniels,

The Occidental Child Development Center shares the concern with other preschools in the United States to successfully socialize children to prepare them for further schooling, however this center is unique with a liberal curriculum. I point this out to clarify to the reader that the program and structure of this institution is extraordinary and is not common of all preschools. The center is concerned with providing a good stable foundation for the children to build from with a family oriented environment, committed to serving on a non-discriminatory basis, providing equal treatment and access to their services without regard to race, color, religious affiliation, or physically challenged status. This curriculum was validated by my interview with the center director. In the interview she explained how she formulated the curriculum to incorporate games and activities to academics that she believes gives children the foundation they need to continue successfully in life. She continued to say that the curriculum is built from the

For our education system to be strong it is imperative to offer a real opportunity to every child, it’s a moral crucial and an economic necessity. “The Covenant, pgs.36& 37” discuss schools called, “Children’s Defense Fund (CDF) Freedom Schools, these schools are a product of the relationship between CDF and community organizations, churches, universities, and schools. The program’s key elements are educational enrichment and cultural awareness, parental involvement, and social action. Building self-identity and skills for social interaction are two major tasks in growing and becoming a well-rounded individual for society. Anything children learn in the toddler years greatly influence whether they will grow up to value, accept, and comfortably

The families in the program are in it because primarily because of their geographic location and income status, so it is not the curriculum that draws them in. Neighborhood House Preschool offers half day and full day classes for low-income families with children ages 3-5 living different sites around Seattle. A great thing this approach provides for children is high individualized approaches to each child’s needs, and development stages using scaffolding. In Tools of the mine curriculum, teachers scaffold children’s learning in a variety of ways, from organizing the environment to support learning, to giving hints and prompts, to modeling what to do, to explicit instruction. Depending on what the child is learning and where the child is in the learning stage. Teachers learn to scaffold learning at different levels within the same activity. They learn how to increase the challenge for each child and to scaffold appropriately, providing support and withdrawing support depending on how quickly each child is

Childhood Programs and K-12 education. I just didn’t realize how much of a disconnect was there. As an early childhood educator, it is very disheartening that we are not taking advantage of the prime development years to prepare them for their future. I passionately feel that this is where we should be placing a major emphasis. We are doing a disservice to our population by not

This action research project was completed at Benjamin Davis Magnet Elementary School in Decatur, Alabama. Benjamin Davis is a primary magnet school in the Decatur City School District that serves 255 children in kindergarten through grade two. Students must be invited to attend based on their scores from the Cog-AT (Cognitive Abilities Test) and the MRT (Metropolitan Readiness Test) taken in the Spring of their kindergarten year. The school uses a full time enrichment pull out teacher and Renzulli’s SEM (school wide enrichment model) to serve the unique needs of these highly able children.

As public administrators it’s important to be concerned with the policies, procedures and practices of the public. This includes the education and child development system because youth today are the future leaders the world is counting on to make a difference. With that being said, public administrators should concern themselves with the afterschool network because between the time students hear the last school bell ring for dismissal of the school day and the time they make it home matters. Educators, childcare professionals and parents can agree that afterschool programs provide safe, supportive and enriching environment for students during those critical hours. In addition, afterschool programs are needed in local and rural communities

As an educational leader, one must be aware of the assets of the community served by the school, where the students coexist outside the walls of the school, and what the community offers to those who reside in it. The aim of this report is to convey information about the housing patterns, libraries and bookstores, food resources, hospitals and healthcare providers, social and community agencies, recreational settings, and activities located in this community and its impact on equity. The method used to gather information about the community in the attendance zone for Richard J Wilson Elementary School was through a community walk and other data resources.

public school system 's inability to effectively manage the impact of socially related challenges that affect the learning process, it has become obvious that a more community-based program can offer the necessary support system needed to provide students with imperative resources essential to the achievement of academic success. Partnership programs between schools, families and communities are expanding across the nation offering health, social, and human services for children and families on school sites, thus, earning the title of “community school.”