Early Childhood Education Teachers, Families and 幼儿教育教师、家庭及.ppt

Promoting Quality Early Childhood Education Programs:The Challenges and Opportunities of Preparing ALL Children for a Successful Future Mark R. Ginsberg, Ph.D. NAEYC Washington, DC Introduction and Goals NAEYC – brief overview and introduction Critical view that the “early years are learning years” – a “mantra” for the field and advocates for children Quality Matters – Key predictors of quality Description of the recent update by NAEYC of “developmentally appropriate practice” Accreditation and Related Initiatives Evolving critical issues in early childhood education Discussion NAEYC: Who and What We Are Largest early childhood professional organization in the world – nearly 90,000 members Professional development and resources for early childhood educators Advocacy, policy development and “position statements” about critical issues Accreditation of center-based early care and education programs and higher education Focus on development and education of ALL young children and families “The Early Years are Learning Years” “Early Care IS (and must be) Education” ECE Today: Key and Critical Issues that Predict Quality Focus on quality – an aspiration and a goal -- Availability, accessibility and affordability of services Teacher and staff qualifications and workforce challenges Administration and management of ECE Group size and ratio issues Cultural and linguistic diversity and associated challenges Attention to children with “challenging behaviors” and “special needs” Accountability and assessment Linkages of: ECE – School – Family – Community Research to Practice to Policy (and back again) Fragile economics for the ECE field (and the nation and world) Impact on ECE programs Impact on ECE training and professional development Impact on research Developmentally Appropriate Practice (DAP)(Revision in Fall 2008) Young children are born learners. Although individual differences are present at birth, most set out to explore their world with unbridled