Employment of Related Service Personnel in Preschool Programs: A Survey of General Early Educators

1994 ◽  
Vol 61 (1) ◽  
pp. 25-39 ◽  
Author(s):  
Mark Wolery ◽  
Martha L. Venn ◽  
Ariane Holcombe ◽  
Jeffri Brookfield ◽  
Catherine G. Martin ◽  
...  
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Public School ◽  
Head Start ◽  
Mail Survey ◽  
Education Programs ◽  
Service Personnel ◽  
Childhood Education ◽  
Service Disciplines ◽  
Related Service

This report describes a mail survey of general early childhood educators to determine the extent to which representatives from various disciplines, commonly found on early childhood education teams, are employed by general early education programs. Randomly selected respondents were from four types of programs: Head Start, public school prekindergarten, public school kindergarten, and community preschool/child care. Of the 893 mailed questionnaires, 483 (54.1%) were returned and coded. Respondents indicated that programs that enrolled at least one child with disabilities tended to employ higher percentages of personnel in related service disciplines than did programs with no children with disabilities. Among other results, surveys indicated that relatively few programs reported having sufficient related service personnel to form basic team constellations.

scholarly journals Early Childhood Education Programs

2001 ◽  
Vol 15 (2) ◽  
pp. 213-238 ◽  
Author(s):  
Janet Currie
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Head Start ◽  
Optimal Timing ◽  
Long Term Effects ◽  
Education Programs ◽  
Childhood Education ◽  
Disadvantaged Children ◽  
Model Programs

This paper discusses early childhood education programs: their goals; effectiveness; optimal timing, targeting, and content; and costs and benefits. Early intervention has significant short- and medium-term benefits: most notably it reduces grade repetition and special education costs, and provides quality child care. The effects are greatest for more disadvantaged children. Some model programs have produced exciting improvements in educational attainment and earnings and have reduced welfare dependency and crime. The jury is still out on the long-term effects of Head Start, but Head Start would pay for itself if it produced a quarter of the long-term gains of model programs.

scholarly journals Sun Protection Behaviors in Head Start and Other Early Childhood Education Programs in Illinois

2018 ◽  
Vol 154 (3) ◽  
pp. 336 ◽  
Author(s):  
Megan Perez ◽  
Marie Donaldson ◽  
Namita Jain ◽  
June K. Robinson
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Head Start ◽  
Sun Protection ◽  
Education Programs ◽  
Childhood Education

A Survey of the Extent to Which Speech-Language Pathologists Are Employed in Preschool Programs

1994 ◽  
Vol 25 (1) ◽  
pp. 2-8 ◽  
Author(s):  
Mark Wolery ◽  
Martha L. Venn ◽  
Carol Schroeder ◽  
Ariane Holcombe ◽  
Kay Huffman ◽  
...  
Keyword(s):  
Child Care ◽  
Public School ◽  
Head Start ◽  
Preschool Child ◽  
Mail Survey ◽  
Language Disorders ◽  
Language Impairments ◽  
Speech Language Pathologists ◽  
Policy And Practice ◽  
Part Time

This report describes a mail survey of general early childhood educators to determine the extent to which they employ speech-language pathologists. Respondents represented a variety of programs, including Head Start, public school pre-kindergarten, public school kindergarten, and community preschool/child care. Participants were selected randomly from the nine U.S. Bureau of the Census regions. Of the 893 mailed questionnaires, 483 (54.1%) were returned and coded. The respondents indicated that (a) with the exception of the community preschool/child care programs, a majority of the other program types enrolled children with speech-language impairments; (b) mainstreamed programs were more likely to employ speech-language pathologists than non-mainstreamed programs; (c) the employment of speech-language pathologists was not distributed evenly across the four program types; and (d) more programs enrolled children with speech-language disorders than employed speech-language pathologists, even on a part-time, consultant basis. The implications of these findings for policy and practice are discussed.

Teachers’ perspectives on communication and parent engagement in early childhood education programs for migrant farmworker children

2020 ◽  
Vol 18 (2) ◽  
pp. 115-129 ◽  
Author(s):  
Julia Smith
Keyword(s):  
United States ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Head Start ◽  
Lived Experience ◽  
Parent Engagement ◽  
The United States ◽  
Education Programs ◽  
Migrant Farmworker ◽  
Childhood Education

As early childhood education programs in the United States increasingly serve a growing number of children from linguistically and culturally diverse families, understanding teacher practices to better serve these families continues to be an important focus for the profession. In programs that serve migrant farmworker families, little is known about teachers’ communication practices and ways in which teachers promote parent engagement with migrant farmworker families. This article explores the practices of teachers relevant to family communication and engagement in Migrant and Seasonal Head Start programs, a branch of Head Start program for farmworker families, mostly of Mexican origin. This study used qualitative methods of in-depth interviews and a focus group to bring forth the perspectives and lived experience of Spanish-speaking and English-speaking teachers working with farmworker families in the Great Lakes region of the United States. Key findings illustrate the role of shared language and culture, mediated language barriers, the reliability of interpreters and written communication, and authentic ways of creating home–school connections with the migrant farmworker community.

The value added of attachment theory, research, and intervention for US child care and early childhood education: Reflecting and carrying forward the legacy of Edward Zigler

2021 ◽  
pp. 1-9
Author(s):  
Lisa J. Berlin
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Early Childhood Education ◽  
Head Start ◽  
Attachment Theory ◽  
Policy Development ◽  
Value Added ◽  
Childhood Education ◽  
Developmental Science ◽  
Theory Research

Abstract Edward Zigler pioneered and insisted upon the integration of science, practice, and policy development to support vulnerable children and families, reduce poverty, and improve US wellbeing, writ large. His far-reaching scholarship in turn critically shaped developmental science and US policy in multiple areas. This review reflects upon Zigler's influence on US child care, Head Start, Early Head Start, and prekindergarten programs. It describes the integration of one major area of developmental science, the field of attachment theory, research, and intervention, with US child care and early childhood education programs and policy. The integration of attachment into these systems not only epitomizes Zigler's overarching canon but also has improved services and advanced attachment theory and research. Throughout the review, I suggest next steps for leveraging attachment theory, research, and intervention to improve US child care and early childhood education systems in ways that both reflect and carry forward the legacy of Edward Zigler.

scholarly journals PENANAMAN BUDAYA ANTI KEKERASAN SEJAK DINI PADA PENDIDIKAN ANAK MELALUI KEARIFAN LOKAL PERMAINAN TRADISIONAL (Instill Anti-Violence Culture At Early Stage of children Education Through Local Wisdom Of Traditional Games)

Jurnal HAM ◽  
2016 ◽  
Vol 7 (2) ◽  
pp. 111
Author(s):  
Oksimana Darmawan
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Learning Process ◽  
Early Stage ◽  
Education Programs ◽  
Local Regulation ◽  
Childhood Education ◽  
Inductive Approach ◽  
Children Education

Implementasi Program Nawacita Pemerintahan Jokowi-Jusuf Kalla sebagai revolusi karakter bangsa, maka diperlukan aplikatif pembentukan karakter positif anak sejak dini melalui kearifan lokal permainan tradisional. Permasalahannya adalah bagaimana potensi kearifan lokal yang terdapat dalam permainan tradisional dapat dimanfaatkan di satuan pendidikan anak usia dini dan pendidikan dasar untuk menanamkan budaya anti kekerasan. Tujuan penelitian ini adalah menilai potensi kearifan lokal yang terdapat dalam permainan tradisional dapat dimanfaatkan di satuan pendidikan anak usia dini dan pendidikan dasar untuk menanamkan budaya anti kekerasan. Jenis penelitian adalah kualitatif melalui metode eksploratif dengan pendekatan induktif. Kesimpulan penelitian adalah potensi kearifan lokal yang terkandung dalam permainan tradisional dapat dimanfaatkan untuk mengenalkan budaya anti kekerasan, yaitu dengan merefleksikan dan memaknai kandungan nilai permainan tradisional dalam proses pembelajaran dan aktivitas bermain anak. Untuk itu disarankan, perlu peraturan daerah sampai peraturan gubernur sebagai peraturan pelaksana permainan tradisional agar bisa diterapkan di satuan pendidikan anak usia dini dan pendidikan dasar.AbstractImplementation of Jokowi-Jusuf Kalla’s administration Nawacita program as nation character revolution, so it is necessary to build a positive and applicative character to children, early through the local wisdom of traditional games. This purpose of this research is to assess local wisdom potencies in traditional games can make benefits at early childhood education programs and primary education to establish idea and attitude of anti-violence culture. This research is qualitative with an explorative method and inductive approach. It concludes that local wisdom potencies can be useful to recognize anti-violence culture by reflecting and interpreting values of traditional games in learning process and child playing activities. It suggested that it is important to regulate rule of traditional games both local regulation and governor regulation of early childhood education programs and primary education.

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