The National Center for Children in Poverty is pleased to announce the release of our latest publication, Practices for Promoting Young Children’s Learning in QRIS Standards. This brief provides an examination of the strength of supports for children’s early learning in Quality Rating Improvement System standards based on an analysis of QRIS standards in 23 states.
Trend Briefs share data collected through the NAEYC Accreditation process and connect the findings to early childhood research trends. The analysis of this data tells the story of successful approaches used by high quality programs
Supporting Cultural Competence: Accreditation of Programs for Young Children Cross-Cutting Theme in Program Standards
Trend Briefs share data collected through the NAEYC Accreditation process and connect the findings to early childhood research trends. The analysis of this data tells the story of successful approaches used by high quality programs.
Describes the process in PA for scheduling ERS visits
Evidence demonstrates positive benefits for student learning when parents and families are engaged in their children’s education. For young Latino children, many of whom have parents with limited English language proficiency and low levels of education, parent engagement strategies can strengthen their school success and achievement. Early learning programs have the unique potential to equip parents with the tools to better support their children’s learning and success.
Language development is the key to literacy development and is often a predictor of a child’s academic success. For young Latino children, many of whom are English language learners (ELLs), early learning programs can provide significant language supports to help them prepare for school success. Children acquiring English as a second language, however, have a very distinct path toward language development, and instructional strategies must be carefully designed to ensure ELLs are acquiring language at a developmentally appropriate pace.
Student assessments are a critical component of any early learning program. Assessments are used to inform student instruction and to ensure that children are making significant learning gains based on age-appropriate expectations. For Hispanic English language learner (ELL) children, assessments must be structured in a manner that accurately measures children’s progress in both content knowledge and English language development. Additionally, assessments should provide information about how programs are serving young children with diverse learning needs.
Effective professional development is a key component of successful early learning programs, especially as the population of Latinos and English language learners (ELLs) continues to grow. Early childhood education (ECE) educators need the knowledge and skills to work with culturally and linguistically diverse children and families—a knowledge set that is often not provided in traditional training courses and certification processes.
This guide includes information on quality rating systems, how to get answers and program guides.
Strategic Directions: Technical Assistance Professionals in State Early Childhood Professional Development Systems