competency statement 3

The purpose of the program was to provide instruction and training to parents in the areas of child growth and development, child birth and childcare, prenatal and postnatal care for infants and mothers, prevention of child abuse, family structure, function and management, family relationships and parenting skills development (“Illinois Model Early Childhood Parent Training Program”).

Tassoni, P., Beith, K., Eideridge, H. and Gough, A. (2002). Diploma childcare and education. Heinemann educational secondary

When educators in a childcare centre can examine their written documentation on each child, they are able to realize which methods and programs are a success and the ones that need improvement. Through this, the centre can offer the best possible programs and teaching methods to fit their children's needs and circumstances. Without proper record keeping, the centre would have no way to re-examine its actions.

One of Children’s Hospital’s most important procedures is documentation. Documentation is critical especially for those who are working in social services (social workers). When documenting, social workers are mandated to record any and every contact that they have with their patient and the family. Documenting can vary from documenting psychosocial assessments, counseling sessions, check-ups to California Children Service (CCS) visits. Documentation is crucial for social workers as they are given a certain time frame for when they must input their documentation for their patient.

Observation is a very valuable and important part of the planning process as each child is different. Observation and Record Keeping in Early Childhood Programs

To answer Research Question 2, the researcher analyzed the responses of childcare staff on the SIS. Wage and program quality data were collected from the Supplemental Information sheet (SIS) created by the researcher (see Appendix B). Two levels of quality were: Level 1 corresponded to state licensing such as acquiring a Department of Children and Family Services (DCFS) license; Level 2 corresponded to accreditation from the National Association for the Education of Young Children (NAEYC).

They may include social workers, doctors, speech therapists, child development specialist and others. Child care providers can also help to create both the IEPs and IFSPs. Since both are effective tools to aid educators with the most effective education for a special need child, child care providers should be members of the creation of such documents. Child care providers can contribute “observations of the child’s development” (Child Care, 2015). Since IEPs and ISFPs are based on observation, child care providers can give valuable information because of their daily interaction with the child. Providers can give the child’s abilities, challenges as well as their strengths. They can also provide documentation on goals, written work, artwork and any notes that was written that meet the needs of the special needs child. Information about curriculum goals, plans, layout of classrooms and modifications can also be shared by child care providers. Information such as these can help the team that is writing the IEPs or

03/06/2011 – 06/01/2015, 60 Hours per Week, Family Childcare Provider, $40,320 PA, 125 Stedman St. Fort Huachuca, Arizona 85613, Janet Cass, (520) 533-2498, Theresa Curtain, (520) 533-2494. Plan and effectively implemented a curriculum based on scientifically based research and theories of best practice. Create developmentally appropriate learning goals and lesson plans and provide activities and opportunities that encourage curiosity, exploration and problem solving appropriate to the development levels of the children. Play and interact with children in respectful and nurturing manners. Maintain safety and SOP’s at all times. Promote the development of children’s independence and self-help skills and support children’s emotional and social development, encouraging,

My preferred quadrant is “create” from the Competing Values Framework. In conversations with others, I tend to offer differing perspectives and positive outlooks on problems that are discussed. This is beneficial because I can create an open and communicative environment with others when they feel they can openly share their thoughts and I can assist them with their problems. However, proposing different perspectives can cause people to feel like I oppose their opinions, and therefore I must take care in actively listening before offering feedback. My instrumental values of ambition, imagination, and responsibility from the Rokeach Values survey reflects my work ethic as a leader. My leadership consists of accomplishing work in a diligent and principled manner that is

This survey was designed to get a basic understanding of how familiar childcare afterschool programs are with the concept of best practices, which elements do they feel like are high or low quality, element consistencies, and element challenges. The survey includes the following questions: (1) Are you familiar with best practices in afterschool? (2) How would you rate the quality of your afterschool program? (3) Your site provide a safe and structured environment that is secure, nurturing, and inclusive for all to learn and explore? (4) Your site provides a balanced variety of activities that support the growth and development of program participate? (5) Your site has a strong administrative system that invests in human capital and utilizes sound fiscal management and business practices? (6) Your site creates and maintains linkages in the community to broaden services available to youth and community served and builds relationships that can lead to program sustainability? (7) Your site cultivates a mission – driven program that provides diverse funding opportunities and resource – sharing that can lead to long – term program sustainability? (8) Which element(s) does your program implement effectively and /or consistently? (9) Which element(s) is the most challenging to implement into your program and

**NOTE** If you work with infants/toddlers or school age children, please feel free to add a setting that is relevant for your practicum experience and schedule.

One last important component of opening and running an early childhood center is a program assessment plan. Assessments are an

Date: 8/3/2015 Employee Name: Herleen V. Pickrom Education Credential: Master of Science Position Title: Early Childhood Development Teacher In accordance with Section 648A Staff Qualifications and Development of the Head Start Act, “each Head Start agency and program shall create, in consultation with each employee, a professional development plan. This plan shall include all employees who provide direct services to children and shall ensure that such plans are regularly evaluated for their impact on teacher and staff effectiveness.”

Each child deserves to have the opportunity of growing in a safe and healthy environment. Our province’s dream is to become a global leader in achieving academic abilities in all four domains such as social-emotional, physical, language and cognitive development in each child (Early Learning for, 2007, p. 3). In November 2004, the Ontario administration created a great plan called the “Early Learning for Every Child Today” (ELECT). By launching this plan, Ontario fulfilled its dream. In addition, the ELECT document contains comprehensive and rich sources of information that enhances, rather than modifies, planned curriculum in all Ontario’s care centers operating under the Day Nurseries Act. As long as early childhood professionals working in early childhood settings use the ELECT, this document will constantly improve the quality care, and at the same time, highlight a range of growing abilities and common vocabulary that will sustain early childhood professionals as they work together in early childhood settings (p. 3).

She has completed the State of New Jersey Director’s Academy for Early Care and Education, and her credentials include New Jersey Teacher Certification through 12th grade. Cindy has spent more than 17 years working in the field of education, and she has experience teaching and directing in daycare, preschool, and school age programs. She is an approved Professional Impact New Jersey Associate Instructor for Adults. Her specialty is cognitive development, positive guidance and discipline, curriculum development, developmentally appropriate practice, and best