Improving and Sustaining Center Quality: The Role of NAEYC Accreditation and Staff Stability

Research Findings. This study examines child care centers that improved quality and sustained these improvements over time. Quality was assessed using the Early Childhood Environment Rating Scales (ECERS). Forty-three centers were visited three times over six years. Centers that substantially improved by Time 2 were not initially rated better than those that did not improve but did employ less harsh teachers. At the second visit, centers that improved substantially were higher in quality, employed more sensitive and less harsh teachers, had experienced lower teaching staff turnover, and achieved NAEYC accreditation. The vast majority sustained these improvements. Centers seeking NAEYC accreditation were more likely to become accredited if they received moderate to intensive support and experienced less teaching staff turnover. Centers were more likely to experience lower turnover if they paid staff higher wages. Practice or Policy. Resources to support centers in becoming accredited and to increase the retention of teaching staff can assist centers in improving and sustaining quality.     

Improving and Sustaining Center Quality: The Role of NAEYC Accreditation and Staff Stability

Research Findings. This study examines child care centers that improved quality and sustained these improvements over time. Quality was assessed using the Early Childhood Environment Rating Scales (ECERS). Forty-three centers were visited three times over six years. Centers that substantially improved by Time 2 were not initially rated better than those that did not improve but did employ less harsh teachers. At the second visit, centers that improved substantially were higher in quality, employed more sensitive and less harsh teachers, had experienced lower teaching staff turnover, and achieved NAEYC accreditation. The vast majority sustained these improvements. Centers seeking NAEYC accreditation were more likely to become accredited if they received moderate to intensive support and experienced less teaching staff turnover. Centers were more likely to experience lower turnover if they paid staff higher wages. Practice or Policy. Resources to support centers in becoming accredited and to increase the retention of teaching staff can assist centers in improving and sustaining quality.     

Remodeling without remorse: How to survive center renovation

Thoughts of changing the physical environment of a child care center strike fear into the hearts of all center personnel, which arises from images of disrupted schedules, unhappy children, and harried staff. Frequently directors and other staff admit the necessity of making the environmental changes but can generate little enthusiasm for the remodeling process.Donna M. Bagley is Assistant Professor of Early Childhood Education, University of Missouri-St. Louis, and Former President, Board of Directors, Bloomington Day Care, Inc. June Davis is Executive Director, Bloomington Day Care Center, Inc., Bloomington, IL.     

Work Demands and Work Resources: Testing a Model of Factors Predicting Turnover Intentions in Early Childhood Education

Early Childhood Education Journal - We studied the working conditions in Early Childhood Education and Care (ECEC). The aim was to explore how ECEC staff experience work demands and resources and...     

The Quality of Work Life in NAEYC Accredited and Nonaccredited Early Childhood Programs

This study assessed differences in the work environments of NAEYC accredited and nonaccredited centers. The sample included 5,008 directors, teachers, and support staff who worked in 60 accredited and 320 nonaccredited child care centers in 33 states. Individuals completed the Early Childhood Work Environment Survey assessing their perceptions of different organizational practices. Data were aggregated using the center as the unit of analysis. The results revealed that there were notable differences between accredited and nonaccredited programs relating to the quality of work life for staff. In 10 dimensions of organizational climate, there were statistically significant differences between accredited and nonaccredited programs. The four dimensions which together accounted for the greatest variation in differences were innovativeness, goal consensus, opportunities for professional growth, and clarity. Statistically significant differences were also registered in staffs level of job commitment, staff turnover, and teachers' current and desired levels of decision- making influence.     

The (in)convenience of care in preschool education: examining staff views on educare

It is generally accepted that Early Childhood Education and Care should adopt a holistic view on education, in which education and care are inseparable concepts. Perspectives of staff members themselves are, however, often absent in these educare debates. We conducted six video-elicited focus groups with various preschool staff members (n = 69) in Flanders (Belgium), which is well known for its split system in which children between two and a half and four years old are confronted with the pivotal transition from an informal or formal caring environment (home or childcare service) to a formal learning environment (preschool). With Maurice Hamington’s theory of embodied and performative care as a theoretical lens for this empirical study, we propose a new direction for pre- and in-service training, in which the use of emotions, embodied exchange and social responsibility has a central place.     

Measurement of quality in child care centers

Assessment of quality of care in 363 classrooms with infants, toddlers, and preschool children was conducted in 120 child care centers in three states with widely varying regulations. Three major process measures, InfantToddler Environment Rating Scale (ITERS; Harms, Cryer & Clifford, 1987), Early Childhood Environment Rating Scale (ECERS; Harms & Clifford, 1980), and the Assessment Profile for Early Childhood Programs (Abbott-Shim & Sibley, 1987) were included. Regulatable aspects of quality of child care included ratio of caregivers to children, group size, teacher training in child development or child care, teacher education, highest wage paid to a teacher in the center, and staff turnover. The goal of the study was to evaluate how well the quality of child care is measured by process and regulatable variables. For research purposes, the process measures proved to be highly redundant, both internally and with each other. Much smaller sets of items, drawn randomly from the instruments' item pools, were found to be perfectly acceptable measures of quality of care. Regulatable measures did not prove to be acceptable measures of quality care, except for teachers' wages, which were highly correlated with process measures of quality.     

Getting the most from your conference experience

Attendance at professional conferences is encouraged by most child care centers as a way for staff to improve their competence while meeting state requirements. Countless hours are devoted to planning, executing, and evaluating conferences to ensure that conference attendees will be able to keep abreast of new developments and will be able to more effectively meet the needs of young children and receive personal inspiration. Such organizations as the National Association for the Education of Young Children and the Association for Childhood Educators provide many conferences on national, regional, state, and local levels. Additionally a number of seminars and workshops are offered by publishers, agencies, and individuals.Donna M. Bagley is Assistant Professor, Early Childhood Education, University of Missouri — St. Louis, St. Louis, MO. and Ione M. Garcia is Associate Professor, Early Childhood Education, Illinois State University, Normal, IL.     

Quality of Australian childcare and children's social skills

This study investigated the relationships and interactions between childcare quality (Early Childhood Environmental Rating Scale – Revised edition [ECERS‐R]/Early Childhood Environmental Rating Scale – Extension [ECERS‐E]) and children's social skills (SSRS) in different sociodemographic areas within one Australian city. Multiple regression analysis revealed that some subscales of ECERS‐R and ECERS‐E (language–reasoning, programme structure, space and furnishings, parents and staff, literacy, mathematics, science and environment) predicted the level of children's social skills and the frequency of problem behaviour, with positive and negative effects. Interestingly, although total scores for ECERS‐R and ECERS‐E were not significant predictors of social skills scores, interaction between total ECERS‐R and ECERS‐E scores was a significant predictor. With some qualifications the study provides evidence that both the childcare centre's neighbourhood and the quality of childcare provision are related to children's social skills. The interaction between social/emotional and academic aspects of quality suggests that we need to consider synergistic dimensions in quality in order to optimally enhance social skills in children.     

芬兰《幼儿教育和保育国家课程指导》的内容与启示

《幼儿教育和保育国家课程指导》是芬兰政府颁布的指导芬兰幼教工作的纲领性文件。芬兰的幼儿教育和保育强调尊重儿童的内在价值,为儿童发展提供支持。在课程实施中体现公平性、整体性、集体性、环境舒适性、快乐性、语言中心等原则:课程内容主要包括数学、自然科学、社会-历史、艺术、道德和宗教一哲学等六个方面。芬兰《幼儿教育和保育国家课程指导》重视保障体系的建构,关注地方差异,强调政策的弹性,对我国具有借鉴意义。     

International Field Experience as an Impetus for Personal and Professional Transformation: Through the Lens of Early Childhood Postsecondary Students

Research exploring preservice postsecondary students’ experiences participating in an international field placement is a relatively new area of study in the domains of Early Childhood Education (ECE) and Early Childhood Leadership (ECL). While there is a growing body of literature offering merit to the profound transformations that can occur for students who engage in an international field experience, most notably in nursing and school-age teaching vocations, a significant research gap exists in this area of study within the early childhood field. This qualitative research study explores the international field experience of Canadian Early Childhood Education Diploma and Early Childhood Leadership Degree students who engaged in a 4-week placement to Liberia, Costa Rica in the winter of 2013. Applied thematic analysis was utilized to examine ECE and ECL self-reflective journals, interviews, and e-mail correspondences. Researcher field notes were additionally included in the data analysis. Personal and professional transformations proved to be a prevailing outcome of the Costa Rica international field placement. The merit of a solidified international placement pedagogical approach was an additional finding of this research study.     

Being a Student on a Part-time Early Years Degree

This paper offers a critical examination of the student experience of a new part-time degree in Early Childhood Studies. The current Scottish Executive emphasis on encouraging lifelong learning through improved access, extended participation and the provision of opportunities for progression has created a climate where studying part-time while continuing to work is receiving active government support. The degree examined in this paper offers Early Years staff the opportunity to continue their personal development as they work and it fits well with the increasing recognition of the need for a more valued and qualified workforce in Early Years. Data on student experiences was collected at the end of the first calendar year of the course through structured student evaluation of the modules delivered and through student responses to a 'Support for Learning Agenda'. The agenda was used twice during the year to encourage reflective comment about ongoing participation in the course and also as the basis for discussion with a personal tutor. Results from the two sets of data highlighted the complexity of balancing work, personal and study commitments in part-time study. The issues which emerged for discussion and further investigation included expectations of the learning environment, the difficulties of making transitions from one type of learning environment to another and a number of issues related to combining study and work. The paper concludes by considering the implications for policy and practice.     

A Meta-synthesis of Caregivers’ Experiences Transitioning from Early Intervention to Early Childhood Special Education

Early Childhood Education Journal - The transition from Early Intervention (EI) to Early Childhood Special Education (ECSE) is a stressful time for caregivers of children with disabilities....     

A Case Study of An Inclusive Early Childhood Setting

Research findings: This ethnographic case study examines one inclusive early childhood setting during the four week Extended School Year (ESY) session. It focuses on the participation of children with special needs, including their interactions with peers, caregivers, and the environment. Non-participant observations were conducted within the inclusive setting in which the children's behaviors and interactions were looked at and analyzed. An interview with the Early Childhood Special Education (ECSE) teacher was also conducted and analyzed. Results indicated that children with special needs regularly modeled and imitated behaviors, words, and skills of their typically developing peers, as well as those of their more advanced peers with special needs, and the teachers; individualized interventions were regularly conducted by the ECSE teacher within the general activities of the inclusive setting; and collaboration took place between the ECSE and regular early childhood teachers through joint planning of the activities and schedule, as well as providing general support to one another. Practice: Implications for effective inclusive practices are drawn. Rather than simply placing children with special needs in a class full of typically developing children, and stopping there, several elements must be provided: (a) opportunities must be available for free choice and peer interactions; (b) appropriate interventions must be conducted within the natural environment; and (c) collaboration must take place between the Early Childhood Educators and Early Childhood Special Educators.     

A Case Study of An Inclusive Early Childhood Setting

Research findings: This ethnographic case study examines one inclusive early childhood setting during the four week Extended School Year (ESY) session. It focuses on the participation of children with special needs, including their interactions with peers, caregivers, and the environment. Non-participant observations were conducted within the inclusive setting in which the children's behaviors and interactions were looked at and analyzed. An interview with the Early Childhood Special Education (ECSE) teacher was also conducted and analyzed. Results indicated that children with special needs regularly modeled and imitated behaviors, words, and skills of their typically developing peers, as well as those of their more advanced peers with special needs, and the teachers; individualized interventions were regularly conducted by the ECSE teacher within the general activities of the inclusive setting; and collaboration took place between the ECSE and regular early childhood teachers through joint planning of the activities and schedule, as well as providing general support to one another. Practice: Implications for effective inclusive practices are drawn. Rather than simply placing children with special needs in a class full of typically developing children, and stopping there, several elements must be provided: (a) opportunities must be available for free choice and peer interactions; (b) appropriate interventions must be conducted within the natural environment; and (c) collaboration must take place between the Early Childhood Educators and Early Childhood Special Educators.     

《幼儿园教师专业标准(试行)》的复杂性透视

以复杂性视域看我国即将颁布的《幼儿园教师专业标准(试行)》有非常重要的意义。我国的幼儿园教师专业标准不同于国外一般的幼儿园教师专业标准,研制时是以复杂性思维为指导思想的。幼儿园教师专业标准是一个标准体系,是一个完整的幼儿园教师专业化制度体系。体系中各标准之间的关系具有复杂性;本《专业标准》中的维度与领域、基本要求之间的关系具有复杂性,功能指向具有复杂性,责任分担具有复杂性,本《专业标准》的发展、完善也具有复杂性。幼儿园教师专业标准的研制不是简单、线性的过程。幼儿园教师的专业发展也是一个需要不断追求和超越的过程。     

Evaluating the Early Childhood Environment Rating Scale (ECERS): Assessing differences between the first and revised edition

Before 1998, most large-scale studies of center-based child care programs measured quality using the 1980 version of the Early Childhood Environment Rating Scale (ECERS). To know whether data from studies conducted after 1998 using the revised ECERS-R can be fairly compared to data from studies using the 1980 ECERS, simultaneous assessments using both measures in a sample of 68 classrooms were conducted. The results suggest that the original ECERS and ECERS-R can be viewed, as their authors intended, as comparable measures of quality. Scores were highly correlated and similarly distributed. Principal components analysis resulted in two factors for both measures. Both measures fall short in addressing staff stability and key components of culturally sensitive practice, such as communicating with families in their home language.     

“I Need You to Show Me:” Coaching Early Childhood Professionals

Early Childhood Education Journal - In most states, Early Childhood Educators (ECEs) with a Birth-Kindergarten teaching license serve as both the general education teacher and special education...     

浅议国有企业员工流动管理

现阶段国有企业员工流动管理的重点在于通过流动实现员工的价值,即解决能够做事、做合适的事、愿意做事和敢于做事这四个问题。而解决这四个问题就要贯穿到整个员工流动的三个重要环节当中,只有按照"四为"的要求建立国有企业员工流动管理的架构,才能实现基本的经济性人力资源价值和员工更高层次的价值。     

Activity centers in the home: Ideas for family day care providers and parents

The home is where young children spend most of their time. Whether it is the home of the day care provider or their own home, it is the place where much of their learning takes place during their early years. Providers and parents can arrange the home environment to maximize learning for infants, toddlers, preschoolers, and school-agers. Setting up activity centers is a good way to organize space, ensure optimum learning opportunities, and facilitate supervision.Jean Billman is Professor of Early Childhood Education at Winona State University in Minnesota. She has been a center director and now directs a laboratory preschool on campus.