The Whole Leadership Framework, which has been in development for more than a year, has been published in the January/February edition of Exchange Magazine. Here’s an excerpt: As the nation addresses the recommendations in the Institute of Medicine and National Research Council’s report, Transforming the Workforce for Children Birth through Age 8: A Unifying Foundation,1 […]
Recent research in the early childhood field has revealed that, when it comes to quality in early childhood programs, one size does not fit all. The learning and development of each child is influenced by gender, race, ethnicity, language, ability, socio-economic factors, and especially family—factors that comprise each child’s unique culture.
Of the 24 statewide quality rating and improvement systems (QRIS), 21 include linkages to national program accreditation and 15 include accreditation status as an alternative pathway to quality at a specific level of a statewide QRIS. While there is general agreement that program accreditation status is a valid measure of overall quality, little attention has been paid to the relationship between accreditation status and the threshold scores […]
As an administrator, you most likely spend time observing teachers and providing feedback on their performance. Do you praise them or do you provide them with encouragement? What is the difference? Understanding the difference between praise and encouragement can help you find ways to support peak performance.
As the gatekeepers to quality, early childhood directors set the standards and expectations for staff performance, family engagement, and community outreach. Research has consistently shown that the effectiveness of program administrators is directly related to their own level of formal education and specialized training in leadership and management. Unfortunately, few program directors have had specialized training in educational leadership and business management prior to assuming their administrative […]
Continuity of care during early childhood is not a new idea. Keeping children together with the same teacher and peer group, also called looping or sustained instruction, has been around the educational world for a long time and is standard early childhood practice in many countries.
While the majority of research on the quality of early care and education focuses on center-based settings, more than half of young children in care spend time in home-based settings. The most vulnerable children, those from low-income, single-parent, and limited education families, are even more likely to use home-based care. This Research Note summarizes a study funded […]
You have worked hard to create a nurturing and supportive environment in your program. Your staff feel well supported and are motivated to create a quality program for the children you serve. Now, how do you form that important link in carrying out your work with the families you serve?
Implementing a quality rating and improvement system (QRIS) is an increasingly popular strategy to expand the access of families, especially the most vulnerable, to high-quality child care programs. Currently there are 22 statewide QRIS and several states have QRIS implemented at the county level. Recently QRIS was a major component of the Race-to-the-Top Early Learning Challenge competition. It […]
When I recall the tears tumbling down toddler Clarence’s cheeks as he pressed his face into the window glass of his classroom, heartbroken, searching for his teacher who was late (again), I know the right thing to do: Hold Clarence’s habitually tardy teacher accountable. Take her through the steps of progressive discipline and, if she […]