Quality Endorsement System: A Case Study

9. The review of systems (ROS) is documented for patient care purposes and also factors into the ________________ for the patient 's visit.

help point out additional behaviors or improvements in the system otherwise overlooked in the verbal or written analysis phase.

To understand, translate, code, accumulate, analyze different indicators, both in terms of administrative, statistical and medical use;

In 2012, the National Quality Framework (NQF) was introduced by the Australian Government and subsequently applied to majority of children’s education and care services. The framework is used to ensure the wellbeing of children throughout their lives and to raise the productivity of the

After completing the Early Childhood Environment Rating Scale, I see that there is much need for improvement in certain sections. On the other hand, many areas need no improvement at all. For example, the section on toileting and diapering needs no improvement along with staff use of books with children and encouraging children’s use of books. All three of these areas scored a rating of seven, meaning that all standards were met during my observation and there is no need for any type of improvement. Although there are many areas that scored a seven, there are also many areas that scored a one or a two, meaning there is much room for improvement. For example, encouraging children to use language scored a one, which shows us it needs much enhancement. Along with this, nature and science scored a two and discipline scored a one. Both of these areas also need much development and improvement.

* They are secure in the knowledge that their child is in a safe, secure environment.

I selected my Family Collaborative Project as an artifact that represents my competency to assess the ongoing learning of children (including those with disabilities) birth-to-three in a collaborative manner with paraprofessionals and families. I used two different screening tools based on a systematic approach of assessment: Developmental Screen Ages & Stages and the Assessment, Evaluation and Programming System (AEPS). The Family Collaborative Project encompassed my ability to collect screening data, assess and record children’s on-going development, use developmentally appropriate learning outcomes that align with Kentucky Early Childhood Standards. Further the results of the assessment provided me the opportunity to work as a team with families, paraprofessionals and teachers to design learning outcomes and plan future services and instruction.

-quality and consistency in all early years settings, so that every child makes good progress and no

Bruno (2009) notes “when adults take responsibility for healthy and safe environments, children are free to discover their world without barriers to impede them” (p. 180). As early childhood professionals, we have a tremendous duty of ensuring that all children, their families, and staff members engage in a safe and healthy learning environment. Ensuring health and safety determines the quality standards of an early childhood education and care program. The NAEYC Early Childhood Program Standards (Health Standards 5 A-C) and the NACCP’s Components of NAC Accreditation Standards Health and Safety Standards (F1-8) provides guidelines that ensure consistent health and safety practices within early childhood programs. This short composition will compare and contrast the NAEYC and NACCP standards, discuss how the standards impact children’s social/emotional and academic development, and discuss the most important components of the standards.

The state of early childhood profession has rapidly been changing because of the current trends, policies and movements in the rapidly changing 21st century world. This report articulates the key issues of diversity of the early childhood settings, a number of models of early childhood education and care, diversity among people, the status of early childhood profession, the belief that the profession suits female than male, the poor status of the profession and less pay than other professions associate with the early childhood profession The study consisted of analysing the strengths and challenges of the early childhood profession. The study methods of analyses include the National Quality Framework, The National Quality Standards, Assessments

My philosophy of Early childhood education is based on research that indicates that a child’s growth is developmental. Every child is unique in terms of life experiences, developmental readiness, and cultural heritage. A high quality early childhood program that provides a safe and nurturing environment, which promotes physical, social, emotional, language and cognitive development will ensure a positive continuation of the child’s education process

Along with knowing the purpose of quality daycare/child care facilities, the next important factor is to be aware of what generates a high quality daycare/child care facility. It is vital to know the characteristics because these prime objectives are the driving forces influenced by what children need in order to succeed and grow in their developmental skills. Fundamentally, “High quality [preschool] education can support early development in ways that yield long term social, cognitive and emotional benefits” (Barnett 2005, p1). The most essential aspect of a high quality facility are the trained, certified and attentive teachers hired to support children’s developmental needs. They ensure this by respectful interaction,

The system gives an expansion on communication. This system also advances the involvement of health, care and support. An example is that integration provides an expansion on communication. The health care provider gives face-to-face communication, attending meetings to better educate for what is best for you and etc. Health care providers give evidence based practice, meaning these providers research, plan and review to make sure the patient is given the upmost best quality care as possible. Integration allows them to be able to predict the future problem to fend one off for example substance abuse.

A much more extensive literature was found for state QRIS systems. In addition to empirical articles on the topic, multiple reviews have been conducted examining the validation of QRIS in an effort to inform the development of new QRIS systems being implemented in other states (Karoly, 2014). Given our focus on relating QRIS to other measures of quality and children’s outcomes, our final sample included 16 articles. The following will present the results of those studies as they relate to three key questions 1) Are QRIS measures of quality related to measures of structural and process quality? 2) Do QRIS systems lead to an increase in program quality over time? And 3) Do QRIS ratings relate to children’s developmental outcomes?

•We believe that quality, early care and education is provided by well-trained professionals who understand a child's developmental needs and possess the competencies necessary to reach their potential.