Overview of issues related to early childhood terminology
Compared with the terminology used in K-12 education, terminology used to describe the field of early care and education of children lacks clarity. This lack of clarity extends not only to how different types of programs are defined but also to how various practitioner positions are classified. Although staff members in K-12 schools are identified as "teachers," for example, the mix of child care with educational programs in many preschool programs causes confusion about what to call practitioners and, indeed, the programs themselves. The lack of consistency in terminology may contribute to the relatively low status of early childhood caregivers/teachers in terms of pay, professional status, and development opportunities (Center for Early Childhood Leadership, 2001).
Kagan (2000) expresses concern that multiple names for the field (she lists "early childhood," "early education," and 12 other names for the field) may not confuse the people who work in the field but that the lack of consistency causes confusion for many others. The confusion may be especially damaging among legislators, who are often the recipients of lobbying efforts from proponents of state-funded pre-kindergarten, Head Start, or child care. Kagan suggests that the field might consider adopting common terminology that would encompass all those who work with young children but that would still allow each person to retain a unique program affiliation. Kagan does not suggest a specific term, but she states that possible candidates may be "Early Childhood" or "Early Care and Education," while Thornburg (2001) suggests "Early Childhood Programs." Common terminology would support unity in the field as it addresses challenges related to compensation and benefits, training, financing, and accountability. Kagan and Thornburg also point out that common terminology might increase the likelihood that practitioners in the field of early care and education would be considered part of a common profession.
Although much of the discussion of early childhood terminology is presented as opinion, philosophy, or editorials, the Center for Early Childhood Leadership at National-Louis University completed survey research with early childhood practitioners that focused on their preferences for terminology used to describe the field and different types of programs (Center for Early Childhood Leadership, 2001). The survey was sent to 2,250 teachers, administrators, and support personnel who worked at 150 early childhood programs in Illinois. According to the researchers, respondents represented a wide spectrum of program types, including public and private, part-day and full-day, and profit and nonprofit programs. In addition, family child care providers completed 175 surveys. Respondents completed a total of 1,084 surveys (48%), which were then analyzed.
The results showed that 77% of practitioners preferred the term "early childhood education" to generally describe the field, and 60% preferred "preschool" to describe part-day programs. There was little consensus on a term to describe full-day programs. Thirty-two percent (32%) preferred "preschool," 28% selected "child care" as the most descriptive term, and 17% chose "day care." Finally, with regard to child care provided in a caregiver's home, 52% of respondents selected "family child care" as the most appropriate term (Center for Early Childhood Leadership, 2001).
Among respondents, 79% indicated that they would like to see greater consistency in job titles across various early childhood settings. When the scope of responsibility included working under the supervision of another adult in the care and education of groups of children, 69% preferred the term "assistant teacher." Ninety-three percent (93%) preferred the term "teacher" for the adult with primary responsibility for a group of children. Generally speaking, the survey results showed that early childhood practitioners do not favor the term "caregiver" to describe any position, despite the fact that this term is frequently used by the media and the public to describe early childhood practitioners (Center for Early Childhood Leadership, 2001).
Care vs. education?
According to Thornburg (2001), the public will support educational programs for young children (i.e., programs that include elements of emerging numeracy and literacy) but will not accept or approve tax increases focused solely on custodial care. She makes the point, however, that decision makers need to understand that early childhood programs should go beyond goals related to literacy and numeracy and focus also on motor development, social and emotional development, nutrition and health, and other aspects of development that affect later school success. Thornburg proposes a global term—"early childhood programs"—to cover all programs and settings where early care and education take place, and that the terms "teacher," "director," and "support teacher" be universally adopted to describe the roles of practitioners in the field.
In a European context, Moss (1995) has also discussed the distinction between child care and early education, with the comment that proponents of education and those of child care often show little understanding or knowledge of the other group's views or interests. More importantly, according to Moss, this pattern dichotomizes what should be a holistic approach to the needs of children and families (the need for children to be engaged in stimulating early childhood education experiences and the need for families to have high-quality care for their children while they work). This dichotomy extends to the United Kingdom's definition of nursery education that Moss (1995) describes and interprets as services that are "not providing care for children while parents are at work." In this author's view, education cannot be easily separated from the need for care, socialization, community cohesion, and support. Moss suggests that the term "early childhood services" be used instead of the range of terms currently employed that emphasize and reinforce a concept of segregated services. He also advocates that multiple perspectives be taken in defining quality in early childhood services to accommodate various cultural and individual patterns of thinking about early childhood care and education (Moss, 1995).
Professionalism in early childhood education
The ongoing debate about professionalism in early care and education has contributed to the already complex terminology of early childhood education. In a discussion of the professional preschool teacher, Katz (1995a) focuses on the professional's application of advanced knowledge to her or his work, the use of judgment based on that advanced knowledge, and the adoption of standards for performance. Katz uses the example of a sharing conflict between two 4-year-olds to elaborate on the responses of a trained, professional preschool teacher compared with the way a nonprofessional person without early childhood training and expertise might handle the situation. When 4-year-olds have difficulty sharing a tricycle on the playground, the professional teacher might take the opportunity to teach turn-taking skills, negotiating, and other skills, as necessary. In the same situation, the nonprofessional might utilize strategies to solve the problem as quickly as possible without thought of which intervention might best stimulate long-term development and learning.
Spodek (1995) defines the term "professional" in various ways and debates whether achieving true professional status for early childhood practitioners would create a division between them and the families who need their services. Some experts suggest that early childhood education represents a field that is neither systematic nor scientific and is more practical than professional. The argument against this position is that teaching involves doing things well at the right time and for the right reasons. Teachers constantly make decisions based on children's verbal and nonverbal behaviors that emerge from specific children's actions in particular contexts—and such decisions are characteristic of decisions made by professionals. Spodek cites research by Howsam, Corrigan, Denemark, and Nash (1976) that outlines 12 characteristics of professions (e.g., "professional practice is based on an under-girding theory"). These authors suggest that, based on the 12 characteristics, the discipline of teaching is a semi-profession for a variety of reasons: teaching has a less well-developed body of knowledge and skills than the learned professions, requires shorter training times, has a lower level of social acceptance, and has a less well-developed body of knowledge and skills than the learned professions. Spodek suggests that if we accept the assessment of Howsam and colleagues as valid, early childhood teachers may possess an even lower level of professionalism than K-12 teachers.
The National Association for the Education of Young Children (NAEYC) has defined six levels of early childhood professional categories, with the highest level being an earned doctorate (NAEYC, 1994). Spodek (1995) has stated that these levels have had little impact on the field beyond providing something to use as a reference, because they are not embedded in licensing regulations, certification standards, or job descriptions. In addition, there is great variability in what states offer and require in relation to certification of early childhood teachers, with some states having no early childhood certificate or an endorsement separate from general elementary education certification. Although full teacher certification is required to teach in public schools, it is typically not required for teaching in private centers, state-funded pre-kindergarten programs not connected with the public schools, and Head Start programs.
Spodek believes that there are many barriers to increasing professionalization of the field of early childhood education, particularly the low pay offered by private sector employers of early childhood teachers. Another issue to consider that perhaps serves to reduce the chances that early childhood education can be defined as a profession is the field's theoretical base. According to Spodek (1995), the early childhood field does not have a universally accepted theoretical base but rests instead on a range of child development theories such as constructivism, behaviorism, and maturationist theory. In Spodek's view, the relationship between theory and practice is tenuous in the entire field of education, with actual practice guided by each teacher's own set of underlying principles (that may or may not include a theoretical basis).
Another contributor to the confusion around terminology in early childhood education has been the lack of clarity in the political and public mind concerning how the skills needed for mothering and teaching young children differ. From presidents to city councilpersons, those who equate teaching young children with mothering or caring for them find it difficult to understand the need for training and professional compensation (Spodek, 1995). Katz (1995b) offers some distinctions between "mothering" (or parenting) and teaching that help to clarify this issue: (1) the scope of mothering is diffuse and limitless, while the scope of teaching is more specific and limited; (2) the intensity of a mother's affect and attachment is high with optimum attachment, while teachers have relatively low affect and optimum detachment toward a specific child (in part because the scope of responsibility for the mother is the individual child, while that of the teacher is the whole group). Katz concludes that more research is needed to understand the stresses and coping skills of preschool teachers and child care workers that modern-day parents depend upon, as well as more research into what types of parent education programs would be beneficial. Mutual support is essential as both parents and teachers cope with the stresses related to living and working with young children (Katz, 1995b).
Defining specific terms
Play
At times, providing a concise definition of a term that is useful to the field may involve a challenging but reasoned debate. For example, Mellou (1996) argues for the use of the term "dramatic play" to cover all types of pretend play, because this term could logically cover imaginative, fantasy, thematic fantasy, make believe, socio-dramatic, symbolic, role-play, transformational, or representational play. The author proceeds to detail the differences between dramatic play and drama, establishes the criteria of dramatic play, and offers various definitions of "pretence characteristics." This discussion points out the challenges facing the field in reaching agreement on definitions of dozens—and perhaps hundreds—of terms such as dramatic play so that practitioners, researchers, and the general public will be able to achieve and refer to a common nomenclature for the field of early childhood (Mellou, 1996).
Developmentally appropriate practice
Addressing the issue of terminology from another perspective, Hyson (2001) discusses the concept of developmentally appropriate practice (DAP) and the use of words that have somehow lost their association with DAP. She discusses words such as "academics," "assessment," "reading," "standards," and "structure," and suggests parameters regarding how those in the field can redefine and thus reclaim those words. For example, the term "reading" is disassociated from high-quality early childhood education only if the definition is focused on repetitive phonics drilling, as opposed to a definition of reading that also includes conversations, sharing books, playing with sounds, and other core experiences in language and literacy. Similarly, the term "standards" could be reclaimed in relation to appropriate expectations for early childhood education. Hyson suggests that NAEYC members engage in conversations related to these terms in the context of what the organization favors (e.g., "we are in favor of "structure" in early childhood programs, and let us explain what we mean").
Assessment
One relatively new project that is working toward achieving that goal is sponsored by the Council of Chief State School Officers (CCSSO). This group of early childhood professionals is working under CCSSO's auspices to develop an online glossary that defines terms related to early childhood education assessment and standards. According to their Web page, the hope is that early childhood stakeholders can use the glossary to be able to "begin on the same page" when discussing issues related to early childhood education standards and assessment. The Web link for this glossary is available in the Web Resources section below (see The Words We Use: A Glossary of Terms for Early Childhood Education Standards and Assessments).
Conclusion
Resolving terminology issues will not solve all the problems facing the early care and education field (Hyson, 2001; Kagan, 2000). However, adopting commonly accepted terms and words may help lead both the field and the public toward a common understanding of best practice in the care and education of young children.
References
Center for Early Childhood Leadership. (2001). What's in a name? Practitioners' preferences about terminology. Research Notes [Center for Early Childhood Leadership, National-Louis University, Wheeling, IL]. (ERIC Document No. ED460785)
Howsam, Robert B., Corrigan, D. C., Denemark, G. W., & Nash, R. J. (1976). Educating a profession. Washington, DC: American Association of Colleges of Teacher Education.
Hyson, Marilou. (2001). Reclaiming our words. Young Children, 56(3), 53-54. (ERIC Journal No. EJ635775)
Kagan, Sharon L. (2000). What's in a name? Young Children, 55(4), 4. (ERIC Journal No. EJ610293)
Katz, Lilian G. (1995a). The professional preschool teacher. In Lilian G. Katz (Ed.), Talks with teachers of young children: A collection. Norwood, NJ: Ablex. (ERIC Document No. ED380232)
Katz, Lilian G. (1995b). Mothering and teaching: Some significant distinctions. Lilian G. Katz (Ed.), Talks with teachers of young children: A collection. Norwood, NJ: Ablex. (ERIC Document No. ED380232)
Mellou, Eleni. (1996). 'Dramatic play' is the appropriate name. Early Child Development and Care, 118, 103-112. (ERIC Journal No. EJ521976)
Moss, Peter. (1995, September). Defining objectives in early childhood service. Paper presented at the European Conference on the Quality of Early Childhood Education, Paris. (ERIC Document No. ED388416)
National Association for the Education of Young Children (NAEYC). (1994). NAEYC position statement: a conceptual framework for early childhood professional development. Young Children, 49(3), 68-77. (ERIC Journal No. EJ479992)
Spodek, Bernard. (1995). Professionalism and the early childhood practitioner. Early Childhood Development and Care, 114, 65-79. (ERIC Journal No. EJ513922).
Thornburg, Kathy R. (2001). How can we be better advocates. Young Children, 56(4), 4-5.
Web Resources
Almanacs/Factbooks/Handbooks
& Related Reference Tools
http://www.freepint.com/gary/handbook.htm
Definitions
of Child Care in New York
http://www.childcaresyracuse.org/PARENT/parCCDef.htm
Early Childhood
Education Glossary
http://cwx.prenhall.com/bookbind/pubbooks/morrison3/chapter1/custom1/deluxe-content.html Editor's Note: this url is no longer active.
Early Childhood:
Glossary [Council of Michigan Foundations]
http://www.cmif.org/Government/PublicPolicy_Issue2_Glossary.htm Editor's Note: this url is no longer active.
Education Dictionary,
Education Glossary, and Education Terms from the Glossarist
http://www.glossarist.com/glossaries/education/
Guide to Information
Sources in Early Childhood Education
http://www.lib.unb.ca/subject_guides/EarlyChildhoodEducation.html
Harriet Irving
Library Reference Department
Guide to Information Sources on Early Childhood Education
http://www.lib.unb.ca/subject_guides/EarlyChildhoodEducation.pdf
Learning Disabilities Terminology
http://www.ncld.org/content/view/452/398/
A Lexicon of
Learning
http://www.ascd.org/portal/site/ascd/menuitem.4247f922ca8c9ecc8c2a9410d3108a0c/
Making Validated
Educational Models Central in Preschool Standards
http://nieer.org/resources/research/schweinhart.pdf
Oklahoma Division
of Child Care Definitions
http://www.okdhs.org/childcare/DivisionInfo/Definitions.htm
Parents' Dictionary
of Terms Used in Special Education
http://www.nichcy.org/pubs/parent/pa2txt.htm#dictionary
The
Words We Use: A Glossary of Terms for Early Childhood Education
Standards and Assessments
http://www.ccsso.org/projects/SCASS/projects/early_childhood_
education_assessment_consortium/publications_and_products/2838.cfm
What's in a
Name? by Bettye Caldwell [from Child Care Exchange.com]
https://secure.ccie.com/resources/view_article.php?file=caldwell_name
Reference Book Resources
The following reference resources were adapted from a listing prepared by the Pennsylvania State University Educational and Behavioral Sciences Library (http://www.libraries.psu.edu/ebsl/curri/early.htm):
Coleman, Jeanine G. (1999). The early intervention dictionary: A multidisciplinary guide to terminology. Bethesda, MD: Woodbine House.
This dictionary defines terms used in early childhood education and the education of children with physical and/or developmental disabilities.
Spodek, Bernard. (1993). Handbook on research of the education of young children. New York: Macmillan.
This handbook provides a review of the history and current status of issues in early childhood education.
Williams, Leslie R., & Fromberg, Doris Pronin. (1992). Encyclopedia of early childhood education. New York: Garland.
This encyclopedia covers many aspects of early childhood education, including the sociocultural, political, and economic contexts of child care and early childhood curricula and programs.
Woodill, Gary; Bernhard, Judith; & Prochner, Lawrence. (1992). International handbook of early childhood education. New York: Garland.
This handbook examines the varying organization and curricula of early childhood education on an international level.
ERIC Resources
How to Obtain ERIC Documents and Journal Articles:
References identified with an ED (ERIC document), EJ (ERIC journal), or PS number are cited in the ERIC database. ERIC Documents (citations identified by an ED number) may be available full text from ERIC at no cost at the ERIC web site: http://www.eric.ed.gov/. Journal articles are available from the original journal, interlibrary loan services, or article reproduction clearinghouses.
To search for ERIC resources on this topic, try the descriptor "definitions" or the ERIC Document type 134 (for vocabularies/classifications/dictionaries) or the ERIC identifier "nomenclature" for the first set. Then use the descriptors early childhood education, day care, preschool education, or related terms for the second set. Then combine the sets.
If you would like to conduct your own free ERIC database searches
via the Internet, please go to http://www.eric.ed.gov/ERICWebPortal/Home.portal?_
nfpb=true&_pageLabel=ERIC_Search
Terminology in the Early Childhood Field
ERIC database search through 06/2004
ED473151
PS031068
Title: Work and Play: Are They Really Opposites?
Author(s) Rosberg, Merilee A.
Pages: 18
Publication Date: February 2003
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Opinion papers (120)
Geographic Source: U.S.; Iowa
Journal Announcement: RIESEP2003
Noting that current discussion of the best way to accomplish the goal of "No Child Left Behind" has focused on the value of play versus a structured program for early education, this paper uses science education as a model for examining how children learn and the problems arising when artificial lines are drawn between work and play. The paper describes preschool and kindergarten experiences in general science, mathematics, geography, and physics in which the teacher has arranged the environment to provide hands-on experiences. It is noted that changes in the approach to teaching science emphasizing process rather than product call for changes in educational practices and terminology used to discuss goals. The paper maintains that educational planning for early childhood requires a framework that recognizes the close alliance between the process of work and play. A typology is then offered as a framework for the description, analysis, and appropriate labeling of work and play, as well as for planning the educational activities of young children. The classification is based on six dimensions representing a characteristic or quality that is part of the total concept of work or play experienced by children: (1) energy level used; (2) clarity of goals; (3) external symbols of evaluation; (4) types of skills used; (5) satisfaction accrued; and (6) suspension of judgment. The paper concludes with a discussion of the dilemma in educational planning regarding what to change and what to retain, and the potential of this typology to encourage a different perspective on the way activities for young children are viewed. (Contains 15 references.) (KB)
Descriptors: Classroom Environment; *Constructivism (Learning); Definitions; *Early Childhood Education; Educational Practices; Hands on Science; Models; *Play; *Science Education; *Work Attitudes; *Young Children
EJ665023 PS533845
Title: Four Perspectives on Child Care Quality.
Author(s) Ceglowski, Deborah; Bacigalupa, Chiara
Source: Early Childhood Education Journal, v30 n2 p87-92 Win 2002
Publication Date: 2002
ISSN: 1082-3301
Language: English
Document Type: Information Analysis (070); Journal articles (080);
Opinion papers (120)
Journal Announcement: CIJAUG2003
Reviews variables,
measures, and studies associated with the child care quality perspectives
of researchers and professionals, parents using care, child care
staff, and children in care. Argues that given the preponderance
of studies conducted from the professional/
researcher perspective, more effort should be directed to studying
child care quality from parents', children's, and staff members'
viewpoints. (Author/KB)
Descriptors:
Caregiver Attitudes; *Child Care; Child Care Effects; *Child Caregivers;
Childhood Attitudes; Definitions; Parent Attitudes; *Parents; *Research
Needs; *Researchers; *Young Children
Identifiers: *Day Care Quality; Day Care Selection
ED470208 PS030628
Title: Making Validated Educational Models Central in Preschool
Standards.
Author(s): Schweinhart, Lawrence J.
Author Affiliation: High/Scope Educational Research Foundation,
Ypsilanti, MI.(BBB04423)
Pages: 24
Publication Date: 2002
Notes: Prepared for the National Institute for Early Education Research.
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: High/Scope Educational Research Foundation, 600 North
River Street, Ypsilanti, MI 48198-2898. Tel: 734-485-2000; Fax:
734-485- 0704; Web site: http://www.highscope.org. For full text:
http://nieer.org/resources/research/schweinhart.pdf.
Language: English
Document Type: Reports--Descriptive (141)
Geographic Source: U.S.; Michigan
Journal Announcement: RIEJUN2003
Target Audience: Practitioners; Policymakers
This paper presents some ideas to preschool educators and policy makers about how to make validated educational models central in standards for preschool education and care programs that are available to all 3- and 4-year-olds. Defining an educational model as a coherent body of program practices, curriculum content, program and child, and teacher training, the paper notes that educational models are meant to contribute to all aspects of children's development, including intellectual, social, and physical development. A model is validated if its effectiveness in contributing to children's development has been scientifically confirmed. Replication of validated educational models is critical if the results these models promise are to be realized on a widespread basis; regulatory, professional, and outcomes-based standards all have roles in promoting such replication by supporting the role of independent model developers. The paper proposes seven key standards for validated educational models: comprehensiveness, documentation, internal consistency, capacity for faithful implementation, model effectiveness, training effectiveness, and capacity for and breadth of dissemination. (Contains 24 references.) (Author/KB)
Descriptors:
*Academic Standards; Definitions; Educational Practices; *Educational
Quality; Models; Preschool Curriculum; *Preschool Education; Program
Validation; *Public Policy; *Validated Programs
Identifiers:
Program Characteristics; *Program Replication; Universal Preschool
EJ658000 PS533567
Title: Learn "Leading" for Authenticity--Balancing Ideals
and Realities about Leadership.
Author(s): McCrea, Nadine L.
Source: Child Care Information Exchange, n147 p10-14 Sep-Oct 2002
Publication Date: 2002
ISSN: 0164-8527
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJAPR2003
Examines authentic leadership in the early childhood field. Recommends developing an authentic working definition of "leading" and using metaphors to build a conceptual framework of leading. Suggests principles to guide in learning leading: professional passion, professional rigor, and professional innovation. Presents steps for learning leading within various early childhood settings. (KB)
Descriptors:
*Administrators; *Child Care; Child Care Centers; Definitions; *Leadership
Qualities; *Leadership Training; Professional Development; Young
Children
Identifiers:
*Authentic Learning; *Authenticity; Professionalism
EJ635775 PS532361
Title: Reclaiming Our Words. Professional Development.
Author(s): Hyson, Marilou
Source: Young Children, v56 n3 p53-54 May 2001
Publication Date: 2001
ISSN: 0044-0728
Language: English
Document Type: Journal articles (080); Opinion papers (120)
Journal Announcement: CIJAPR2002
Asserts that the field of early childhood education (ECE) should reclaim some powerful words to reconnect them with ECE traditions and professional values. Includes discussion of academics, assessment, reading, standards, and structure. Concludes that using these words can be beneficial in discussions with other professionals and policymakers about essential issues related to children. (KB)
Descriptors:
Academic Achievement; Definitions; *Early Childhood Education; *Interprofessional
Relationship; *Preschool Teachers; *Professional Development; Reading;
Standards; Student Evaluation; Vocabulary; Young Children
Identifiers:
Structured Activities
ED388416 PS023699
Title: Defining Objectives in Early Childhood Services.
Author(s): Moss, Peter
Pages: 17
Publication Date: September 09, 1995
Notes: Paper presented at the European Conference on the Quality
of Early Childhood Education (5th, Paris, France, September 7-9,
1995).
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Opinion papers (120); Speeches/meeting papers (150)
Geographic Source: United Kingdom; England
Journal Announcement: RIEMAR1996
This paper explores the issue of how quality in early childhood services is defined and evaluated and examines some of the implications of working within a particular paradigm at a European level. The discussion begins with the concept of early childhood services, and how the approach to defining quality relates closely to the concept of service. Defining quality is the product of how researchers and caregivers conceive of early childhood services. Some issues are presented in the process of defining quality. The first issue concerns whom to include in the process of defining quality. The second issue concerns what conditions are needed to enable the development of an inclusionary approach. Four conditions discussed are: the wider culture, staff, external assessment, and time. The third issue concerns the limits of relativism. The fourth issue concerns the role of experts in an inclusionary approach. The inclusionary approach fits best with the concept of early childhood services as community institutions or resources, responsive to the needs, interests and cultures of their local communities, and playing a major role not only at individual and family levels but also in supporting community cohesion and development. (AP)
Descriptors:
Child Development; *Child Development Centers; *Day Care; Definitions;
Early Childhood Education; *Educational Quality; Foreign Countries;
Inclusive Schools; School Role; Young Children
Identifiers:
Europe; Quality Indicators; Relativism
EJ513922 PS524122
Title: Professionalism and the Early Childhood Practitioner.
Author(s): Spodek, Bernard
Source: Early Child Development and Care, v114 p65-79 Sep 1995
Publication Date: 1995
ISSN: 0300-4430
Language: English
Document Type: Journal articles (080); Reports--Evaluative (142);
Reports--Research (143)
Journal Announcement: CIJMAR1996
Explains the definition and criteria of high quality in early childhood practitioners as the most important element in determining the quality of an early childhood program. Defines professionalism in the early childhood field and describes differentiated levels of professionalism, early childhood teacher certification from a national perspective, theory, gender, and other issues in early childhood practice. (AP)
Descriptors:
*Child Care Occupations; Child Caregivers; Definitions; Early Childhood
Education; Preschool Teachers; *Professional Development; *Professional
Personnel; *Professional Recognition; Standards
Identifiers:
Gender Issues; National Association Educ of Young Children; *Professional
Judgment; *Professionalism
ED349092 PS020625
Title: Measuring Child Care Quality.
Author(s): Fiene, Richard
Pages: 16
Publication Date: June 1992
Notes: Paper presented at the International Conference on Child
Day Care Health: Science, Prevention and Practice (Atlanta, GA,
June 15-17, 1992).
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Information Analysis (070); Speeches/meeting papers
(150)
Geographic Source: U.S.; Pennsylvania
Journal Announcement: RIEJAN1993
Target Audience: Practitioners
Child care quality is not a single dimension, but rather a multidimensional characteristic of programs that support the family in its child-rearing role and programs in which children thrive developmentally, socially, cognitively, physically, and emotionally. At the regulatory and accreditation level, approaches to quality focus on group size, adult-child ratios, and caregiver training and experience. Research has identified several other indices of quality child care that predict developmental and health outcomes, for example, the degree to which children are properly immunized or handwashing routines are followed. In a multidimensional approach to measuring quality, it is appropriate that providers, staff, and parents engage in self-assessment as a monitoring tool. However, the best means for collecting data is probably through observation followed by record reviews. Family influence may have a confounding effect on the measurement of the quality of child care. Research from an international perspective shows that programs with a high global assessment of quality care are associated with children who have greater social competence, higher levels of language development, higher developmental levels of play, better ability to regulate their behavior, and greater compliance with adults' wishes. Global assessment of quality is measured using a combination of discrete characteristics or a global rating scale such as the Infant-Toddler Environment Rating Scale. Research in several countries indicates that training in early childhood education is a crucial factor in quality caregiving. (AC)
Descriptors: Child Welfare; Data Collection; *Day Care; Definitions; Early Childhood Education; *Educational Quality; Educational Research; *Evaluation Criteria; *Family Influence; Foreign Countries; Literature Reviews; *Program Evaluation
ED339475 PS020065
Title: Legislative Recommendations: Prekindergarten and Early Childhood
Care.
Author Affiliation: Texas State Dept. of Human Resources, Austin.(BBB15267);
Texas Education Agency, Austin.(XPT87150)
Pages: 60
Publication Date: March 1991
Notes: Appendix E and portions of Appendix D will not reproduce
legibly.
Report No: FS1-312-04
Available from: EDRS Price MF01/PC03 Plus Postage.
Availability: Publications Distribution Office, Texas Education
Agency, 1701 North Congress Avenue, Austin, TX 78701-1494 ($2.00).
Language: English
Document Type: Legal/Legislative/Regulatory materials (090); Reports--Research
(143); Test/questionnaires (160)
Geographic Source: U.S.; Texas
Journal Announcement: RIEAPR1992
Government Level: State
A Texas study on prekindergarten and early childhood care that was developed for the Texas legislature in response to an amendment of the Texas Education Code is presented. Also presented are findings on: (1) the developmental appropriateness of prekindergarten programs, defined here as programs for eligible 4-year-olds; (2) the potential for using child care program sites as prekindergarten sites; and (3) the coordination of prekindergarten and government-funded early childhood care and education programs. It is noted that there is no statewide definition of developmental appropriateness from which indicators for program quality can be developed. Most licensed child care program sites meet the needs of prekindergarten facilities. Although there is some coordination of programs, there are inconsistencies in program goals, guidelines, and requirements. Legislative recommendations call for the development of a common definition of developmental appropriateness for prekindergarten programs; a coordinated self-study of early childhood care and education programs and services that will determine how they meet the common definition; and the establishment and funding of an early childhood clearinghouse at the Texas Education Agency. Appended are statistics on prekindergarten programs; telephone survey information; a summary of state and federal regulations; a transcript of pending legislation; and information on essential elements for a prekindergarten. Contains 13 references. (LB)
Descriptors:
Clearinghouses; Cooperative Programs; Coordination; *Day Care Centers;
Definitions; *Delivery Systems; Preschool Children; *Preschool Education;
Program Development; Quality Control; Questionnaires; State Aid;
*State Legislation; State Programs; *Statewide Planning; Tables
(Data)
Identifiers:
Developmentally Appropriate Programs; *Texas
ED325230 PS019172
Title: To Provide Preschool Programs for Disadvantaged and Disabled
Children To Enhance Their School Readiness: Background Paper on
a National Educational Goal.
Author(s): Zill, Nicholas; Wolpow, Ellen
Author Affiliation: Child Trends, Inc., Washington, DC.(BBB23509)
Pages: 27
Publication Date: October 1990
Sponsoring Agency: Department of Education, Washington, DC. Office
of Planning, Budget, and Evaluation. (EDD00019)
Available from: EDRS Price MF01/PC02 Plus Postage.
Language: English
Document Type: Reports--Research (143)
Geographic Source: U.S.; District of Columbia
Journal Announcement: RIEMAR1991
The first National Education Goal agreed to be President Bush and the nation's governors is that all children will start school ready to learn. The first objective under that goal is that of providing high quality and developmentally appropriate preschool programs for all disadvantaged and disabled children. This paper seeks to assist efforts to achieve that objective by defining key concepts and providing background information concerning the size of the target population, levels of preschool participation by disadvantaged and disabled children, and indicators of the quality of the programs in which disadvantaged and disabled children are enrolled. Enrollment patterns are described in terms of the preschool participation of disadvantaged children, private versus public programs, trends in enrollment by income across time, differences by race and Hispanic origin, preprimary enrollment levels among Hispanic children, Head Start, prekindergarten programs supported by Chapter 1 funds, and state-funded prekindergarten programs. Data indicate that about half of the 4-year-olds in poor families nationwide receive preschool instruction, either from Head Start, Chapter 1, or state-funded programs. The same is true for less than 20 percent of poor 3-year-olds. By 5 years of age, nearly all children from low-income families are enrolled in public school kindergarten or prekindergarten programs. An appendix describes the kind of data system that would be desirable for the monitoring of progress toward the objective of providing high quality programs to all disadvantaged children. (56 references) (RH)
Descriptors:
Background; Compensatory Education; Definitions; *Disabilities;
*Disadvantaged Youth; Educational Assessment; *Educational Development;
Educational Objectives; Educational Quality; Enrollment Trends;
Federal Programs; Financial Support; Hispanic Americans; Incidence;
*Preschool Education; Racial Differences; *School Readiness; State
Programs
Identifiers:
Education Consolidation Improvement Act Chapter 1; Project Head
Start
ED324143 PS019135
Title: Rethinking Excellence in Early Care and Education. Executive
Summary.
Author Affiliation: Office of Educational Research and Improvement
(ED), Washington, DC.(EDD00036)
Pages: 3
Publication Date: July 1990
Notes: For the full report reviewed here, see ED 318 550.
Report No: IS-90-986a
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Book/product reviews (072)
Geographic Source: U.S.; District of Columbia
Journal Announcement: RIEFEB1991
Government Level: Federal
This brief document summarizes the content of a paper by Sharon L. Kagan, entitled "Excellence in Early Childhood Education: Defining Characteristics and Next-Decade Strategies," that analyzes the field of early childhood education and defines excellence in terms of quality, equality, and integrity. The critical component of quality is discussed in terms of research findings and difficulties in maintaining high quality programs. The neglected component of equality involves several kinds of inequality in communities and states. These include segregation by income, race, and stringency of regulation. Such segregation results from the absence of federal standards. The unconsidered component of integrity involves the linking of disparate parts in a field that is characterized by acrimony and competition among providers. Concluding material describes three strategies that offer hope that the field can develop from well-intentioned, piecemeal programs to comprehensive services. These strategies involve moving from a program approach to a systems approach, from a piecemeal vision to an integrated vision, and from short-term or quick-fix strategies to long-term thinking that confirms commitment to young children by matching rhetoric with financial support. (RH)
Descriptors: *Day Care; Definitions; Early Childhood Education; Educational Development; *Educational Improvement; Educational Planning; *Educational Quality; *Equal Education; *Preschool Education; *Systems Approach
ED323006 PS019004
Title: The Preschool Teacher: Developmentally Oriented or Developmentally
Appropriate?
Author(s): Mattke, Thomas L.
Pages: 37
Publication Date: 1990
Available from: EDRS Price MF01/PC02 Plus Postage.
Language: English
Document Type: Guides--Classroom--Teacher (052)
Geographic Source: U.S.; Wisconsin
Journal Announcement: RIEJAN1991
Based in the belief that many preschool programs have an orientation toward a developmental philosophy yet are not developmentally appropriate in program practices, this discussion contrasts developmentally and psychometrically oriented approaches, reviews literature on program design and children's needs, and provides guidelines in the areas of teacher behavior and daily schedule. Initial discussion, on conceptions of the learner, the learning process, knowledge, and the aims of education, contrasts a truly developmental approach with the psychometric approach predominant in the schools. A review of research compares outcomes of various preschool program designs and works toward a clearer definition of the developmental needs of the young child. Sections in the review focus on basic skills and teaching strategies, defining "developmentally appropriate," the teacher's role, and program structure and goals. Attention is then focused on implications of research on teacher behaviors and teacher-child interactions. An analysis of the daily schedule in a preschool classroom follows. Concluding discussion probes teacher behaviors within the framework of the daily schedule. It is pointed out that inappropriate teacher behaviors can destroy a daily routine that has been planned according to the needs of young children. And, an inappropriate daily schedule makes even the best and most knowledgeable teacher unable to facilitate learning from a child development perspective. (RH)
Descriptors:
*Basic Skills; Comparative Analysis; Definitions; Educational Objectives;
Educational Philosophy; Educational Practices; Educational Testing;
Guidelines; *Preschool Education; Program Design; *School Schedules;
*Teacher Behavior; Teacher Characteristics; *Teacher Role; Teacher
Student Relationship; *Teaching Methods
Identifiers:
*Developmentally Appropriate Programs; Program Characteristics
EJ400780 EC221693
Title: Transitions in Early Childhood Special Education: Issues
and Procedures.
Author(s): Wolery, Mark
Source: Focus on Exceptional Children, v22 n2 p1-16 Oct 1989
Publication Date: 1989
Language: English
Document Type: Journal articles (080); Opinion papers (120)
Journal Announcement: CIJMAY1990
Target Audience: Practitioners
The article defines the term, "transition," discusses the types of transitions that occur during early childhood special education, explores the rationale for studying and planning such transitions, and identifies transition issues and procedures. Tables offer data on critical events in rearing a handicapped family member, commercially available parent resources, and preschool checklists. (DB)
Descriptors: Child Rearing; Definitions; *Disabilities; Parent School Relationship; *Preschool Education; Program Development; Special Education; *Transitional Programs
ED448767 IR020533
Title: European Glossary on Education, Volume 2: Educational Institutions.
Ready Reference.
Author Affiliation: EURYDICE European Unit, Brussels (Belgium).(BBB28702)
Pages: 199
Publication Date: 2000
Notes: Also available in French. For Volume 1, see ED 437 919.
Sponsoring Agency: Commission of the European Communities, Brussels
(Belgium). Directorate-General for Education and Culture. (BBB36029)
Report No: D/2000/4008/13
ISBN: 2-87116-304-9
Available from: Document Not Available from EDRS.
Availability: EURYDICE, European Unit, Rue d'Arlon 15, B-1050 Brussels,
Belgium. Tel: 32-02-238-30-25; Fax: 32-02-230-65-62; e-mail: info@eurydice.org.
For full text: http://www.eurydice.org.
Language: English
Document Type: Book (010); Reference materials--Vocabularies/Classifications
(134)
Geographic Source: Belgium
Journal Announcement: RIEJUN2001
Government Level: International
This second volume of the "European Glossary on Education" includes close to 500 national terms used to designate categories or types of educational institutions for all levels of education. In addition to the 24 countries covered in the first volume (the 15 Member States of the European Union, the 3 EFTA/EEA countries and the 6 pre-accession countries), it includes Estonia, Latvia, Lithuania, Slovenia and Cyprus. The glossary only includes institutions offering full- or part-time education and training which is provided in a school setting or alternates with practical training in a company or training center. The terms are presented in two sections. The first section lists the terms in alphabetical order for all countries and educational levels. Only the main terms, standard abbreviations and synonyms are included in the alphabetical list. Besides the explanatory note on the term, the information given for each entry includes a country reference, the most common grammatical forms of the basic term, and the level of education concerned. The second section presents summary tables by country. The terms of the category in question (i.e. the educational establishments) are classified by level of education. Countries are presented in the order used by the European Communities. Only the general terms are included in the national tables. Abbreviations and synonyms are shown in brackets. Certain details of specific characteristics are shown below the summary tables where this is likely to contribute to understanding of the national situation. (AEF)
Descriptors:
Elementary Secondary Education; Foreign Countries; Glossaries; Higher
Education; *Instructional Systems; Postsecondary Education; Preschool
Education; Tables (Data)
Identifiers:
*Europe
ED379359 TM022813
Title: Staff Data Handbook: Elementary, Secondary and Early Childhood
Education.
Author(s): Malitz, Gerald
Author Affiliation: Council of Chief State School Officers, Washington,
DC.(FGK19768)
Pages: 317
Publication Date: January 1995
Sponsoring Agency: National Center for Education Statistics (ED),
Washington, DC. (EDD00004)
Report No: NCES-95-327
ISBN: 0-16-04568-9
Available from: EDRS Price MF01/PC13 Plus Postage.
Availability: U.S. Government Printing Office, Superintendent of
Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
Language: English
Document Type: Reference materials--Vocabularies/Classifications
(134)
Geographic Source: U.S.; District of Columbia
Journal Announcement: RIEJUN1995
Government Level: Federal
This handbook represents a major effort to establish current and consistent terms, definitions and classification codes to maintain, collect, report, and exchange comparable information about persons who work in education institutions from early childhood through high school. The selection of data terms reflects the best judgment of many individuals about the data that are useful in making appropriate, cost-effective, and timely administrative, programmatic, and staffing decisions. It is not a data collection instrument, nor does it reflect any type of federal data maintenance requirements. The terms and definitions can be used at all levels of the education enterprise and in all types of agencies. If data are collected and maintained according to standard definitions, they can be aggregated more easily from the school level to higher levels with the assurance that data are indeed comparable. A staff member is defined as an individual who performs specified activities for any public or private education institution or agency that provides instructional or support services to students or staff at levels from early childhood through high school completion. (Contains 83 references.) (SLD)
Descriptors:
*Classification; Coding; Comparative Analysis; *Data Collection;
*Definitions; Early Childhood Education; *Educational Research;
Elementary Secondary Education; Guides; Information Dissemination;
National Surveys; Private Schools; Public Schools; *School Personnel;
*Teachers
Identifiers:
*National Center for Education Statistics
ED353709 EC301740
Title: Accessing Programs for Infants, Toddlers, and Preschoolers
with Disabilities: A Parent's Guide = Programas para Infantes y
Ninos Pre- escolares con Discapacidades: Guia para Padres de Familia.
Update.
Author(s): Kupper, Lisa, Ed.
Author Affiliation: Interstate Research Associates, McLean, VA.(BBB29428);
National Information Center for Children and Youth with Disabilities,
Washington, DC.(BBB29829)
Pages: 41
Publication Date: May 1992
Notes: For earlier editions (in English only), see ED 313 884 and
ED 330 134.
Sponsoring Agency: Special Education Programs (ED/OSERS), Washington,
DC. (EDD00017)
Contract No: H030A00002
Available from: EDRS Price MF01/PC02 Plus Postage.
Language: English; Spanish
Document Type: Guides--Non-classroom (055); Reference materials--Vocabularies/Classifications
(134); Multilingual/bilingual materials (171)
Geographic Source: U.S.; District of Columbia
Journal Announcement: RIEJUN1993
Target Audience: Parents
This parent's guide (presented in both English and Spanish) is intended to help families access services for young children with special needs. It is presented in the form of questions and answers arranged in three parts. Part I presents 12 questions and answers about early intervention services for infants and toddlers (ages birth through 2 years) who have a developmental delay or who are at risk of a developmental delay. Part II answers 8 questions about special education programs and services for preschoolers with disabilities (ages 3 through 5). Part III (5 questions) covers programs and services for rural, Native American, adoptive/foster, and military families and their young children with disabilities. An additional section offers summary information about the Individuals with Disabilities Education Act. Also included are a dictionary of terms used in special education, 10 annotated references for families, and a parent's record-keeping worksheet. (DB)
Descriptors:
Adopted Children; American Indians; Delivery Systems; *Disabilities;
*Early Intervention; Educational Legislation; Eligibility; Federal
Legislation; Foster Children; Infants; Military Personnel; Parent
Rights; Preschool Children; Preschool Education; Recordkeeping;
Rural Areas; *Special Needs Students; Student Rights; Toddlers
Identifiers:
*Individuals with Disabilities Education Act
