Vital Connections Of The Midlands ( Vcm )

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 program also encourages parents to: volunteer in the classroom, participate in home visits by the teacher at least twice a year, enroll in job training programs, literacy programs, or other adult education programs, serve on policy making bodies, apply to work in the program, and serve in state, regional, or national Head Start Associations (Mallory and Goldsmith, 2002).”

When talking about Birth to Three coordinators the Malta World NGO Forum once said, "Taking care of the best interests of the child, as set out in the Convention on the Rights of the Child, must not be seen as a threat to the family, but as a challenge for society." (as cited in Hanssen, E., Zimanyi, L., & Consultative Group on Early Childhood Care and Development, H. M. (2000). Birth to Three Coordinators are the ones that find the appropriate and supportive ways of helping with the child’s growth and development from birth to 3 years of age. However, the job of being a Birth to Three coordinator is not an easy one in which there are multiple challenges they face when caring for the children as well as helping the parents through everything. Difficulties they face range anywhere from the starting point of establishing the base or the fundamentals for later learning, dealing with the lack of development for programs that are made for children under the age of 3, with lack of development most of the established programs are mainly focused on the survival of the child and not the stimulation the child needs, and lastly they deal with supporting the parents and their families since they are the ones that provide the direct support to the child. (Hanssen, E., Zimanyi, L., & Consultative Group on Early Childhood Care and Development, H. M. (2000). With all these challenges these coordinators face the starting point is first finding

7. This document forms part of the statutory framework for the EYFS. It sets out the learning and development requirements (the early learning goals; the educational programmes; and the assessment arrangements) in Section 2 and the welfare requirements (safeguarding and promoting children’s welfare; suitable people; suitable premises, equipment and environment; organisation; and

Striving to provide high quality childcare provisions that support children’s development to reach their potential.

• Sure Start Children’s Centre: Working with parent’s right from the birth of their child, providing early years education for children, full day care, short-term care, health and family support, parenting advice as well as training and

1. Setting the standards for the learning, development and care, ensuring that every child makes progress and that no child gets left behind. Parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs and complementary to the education and care provided in child’s other settings.

The legal status of learning that we must follow is the EYFS (Early year’s foundation stage) and the ECM (every child matters). The local guidance is that we must do our own two year checks and also our own referrals where children may need extra support. To support the implementation of the national framework each country has also developed guidance, information about the statutory elements, and training materials. Common features of the early years framework depends on the nation as they may have a different approach to the care and education of young children but they do all have some common features. Such as

The NAEYC statement on developmental practice indicates change and continuity and change in the early childhood education field is vital due to the fact that their main commitment is excellence and equity. Nevertheless, all new knowledge gained over time has been advanced and increased. This means that with understanding, it has allowed us to revise and refine ideas for promoting children's development and learning. With developmentally appropriate practice, meeting and enabling the children are required. This means that teachers should get to know them well and push them to reach goals that may be a challenge but are achievable for them.

Several issues are discussed in the NAEYC position statement about Developmentally Appropriate Practice (DAP). The section points out three main areas that policymakers have addressed because they realize how important these areas are to an early elementary child.

As an EHS Director, I have developed strong programs in the community to serve at risk families for almost eight years now. In that capacity, I hired, trained, provided professional development opportunity to staff. Program operation of the Early Head Start grant was my major responsibility that leads me to adhere to the Head Start Act, and the Head Start Program Performance Standards faithfully to my best abilities. Performing these responsibilities, I was an important

I am a Family Advocate for Head Start program for 16 years. I work directly with families conducting needs assessments and making referrals to resources in the community. I provide support and link them to community resources so they would be able to be self-sufficient. I gain cultural knowledge when working with families from culturally diverse backgrounds and help me be more confident and work effectively when engaging with the families. I always want to give the best at my job and always strive to improve myself all the time.

At Dreamtime Education and Care we offer an educator outreach program for communities around North Queensland where early childhood education and care centre-based delivery is not readily available.(Mobile Children’s Services Association, 2016) Our services include pre-school, child care, toy libraries, nutritional programs and play groups. Our service ranges from children aged 0-12 years.

Assisted and helped clients with child development, parenting skills, substance abuse, mental health issues, interpersonal and family problems and crisis intervention.

-Family Advocates serve as direct contact for parents to ensure that each family’s needs are met particularly with respect to determining eligibility for the program, enrolling children, and