1.
by
Schmidt, Christine A., author.
Call Number
362.70684 23
Publication Date
2017
Summary
"Use this step-by-step guide to becoming an effective and successful child care director or administrator in today's early childhood education environment. With interviews gathered from program thirty-two directors across the country, this book is a comprehensive guide to becoming the best director you can be. Combined with current research and best practices you will find realistic real-time solutions to address the most common struggles faced by program administrators today. Christine A. Schmidt is the owner of 2 CR Solutions, Ltd., a consulting, training, and technical assistance company for organizations that serve children birth through age 18"-- "A well-rounded, step-by-step instructional guide to becoming an effective and successful child care director/administrator. This book identifies areas that new and experienced directors and administrators of early care and education programs find most challenging. Using this information, the author's own experiences, and current research and best practice, this book provides realistic real-time solutions from the field that address the areas administrators struggle with the most"--
Format:
Electronic Resources
Relevance:
4.7810
by
Howe, Nina, 1951-
Call Number
372.210971 23
Publication Date
2012
Summary
The contributors to this volume demonstrate the pressing need that exists to further public discussion on early childhood education to help policymakers shape better decisions for Canadian families.
Format:
Electronic Resources
Relevance:
3.3622
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by
Gill, Brian P., 1968-
Call Number
362.70974885 21
Publication Date
2002
Summary
The Early Childhood Initiative (ECI), launched in Pittsburgh in 1996 to provide high-quality early care and education services to at-risk children, failed to achieve its goals. This report summarizes ECI's organizational history and analyses and explains its critical weaknesses.
Format:
Electronic Resources
Relevance:
2.5333
by
Zellman, Gail.
Call Number
362.7120684 22
Publication Date
2008
Summary
"As a result of the generally low quality of child care in the United States and the increased emphasis on accountability in education policy, quality rating systems (QRSs) are proliferating in the child-care arena. QRSs assess child-care providers on multiple dimensions of quality and integrate these assessments into an easily understood summary rating (such as from 0 to 4 stars). These ratings are intended to help parents, funders, and other stakeholders make more informed choices about child care and to encourage providers to improve. Most QRSs are actually QRISs -- quality rating and improvement systems -- since they include feedback and technical assistance to help providers improve the quality of their care. However, there has been very little empirical examination of the validity of these systems -- how reliable their multiple components are, how effective they are in helping providers to improve the quality of care they provide, and how much children benefit from such improvement. This study assesses the QRIS developed by Qualistar Early Learning, a nonprofit organization based in Colorado that was one of the first organizations to create a QRIS. Zellman et al. set out to validate the Qualistar QRIS by assessing approximately 100 child-care providers and, at the outset, over 1,300 children over three waves of data collection. The study relied on two other, established measures of child-care quality on which to rate providers, as well as a number of direct child assessments. The design allowed for both cross-sectional and time-lagged analyses. The authors analyzed the five components of the Qualistar system separately, then examined how they related to each other; compared the Qualistar measures to the other measures of quality; assessed change in provider quality over time; and examined whether quality improvements as measured by the Qualistar QRIS were associated with better child outcomes."--Publisher's website.
Format:
Electronic Resources
Relevance:
2.0387
by
Dahlberg, Gunilla, 1945-
Call Number
372.21 21
Publication Date
1999
Summary
Annotation Working with postmodern ideas, Beyond Quality in Early Childhood Education and Care challenges received wisdom and the tendency to reduce philosophical issues of value to purely technical issues of measurement and management. In its place, it offers alternative ways of understanding early childhood, early childhood institutions and pedagogical work. It gives full consideration to the importance of social construction and meaning making, and to documentation and dialogue, The book places issues of early childhood into a global context and relates them to writers from many fields. Drawing on work with aboriginal peoples in Canada, on the experience of Reggio-Emilia in Italy and on a project in Stockholm inspired by Reggio, the book considers the implications of these alternative ways of understanding, for practice and a reconceptualization of early childhood education and care.
Format:
Electronic Resources
Relevance:
2.0158
by
Jensen, Mary A.
Call Number
362.70973 20
Publication Date
1993
Format:
Electronic Resources
Relevance:
1.9704
by
Karoly, Lynn A., 1961-
Call Number
362.70973 22
Publication Date
2005
Summary
Parents, policymakers, business leaders, and the general public increasingly recognize the importance of the first few years in the life of a child for promoting healthy physical, emotional, social, and intellectual development. Nonetheless, many children face deficiencies between ages 0 and 5 that can impede their ability to develop to their fullest potential. The PNC Grow Up Great initiative, a program financed by PNC Financial, Inc., asked RAND to prepare a thorough, objective review and synthesis of current research that addresses the potential for various forms of early childhood intervention to improve outcomes for participating children and their families. The authors consider the potential consequences of not investing additional resources in the lives of children, the range of early intervention programs, the demonstrated benefits of interventions with high-quality evaluations, the features associated with successful programs, and the returns to society associated with investing early in the lives of disadvantaged children. Their findings indicate that a body of sound research exists that can guide resource allocation decisions. This evidence base sheds light on the types of programs that have been demonstrated to be effective, the features associated with effective programs, and the potential for returns to society that exceed the resources invested in program delivery.
Format:
Electronic Resources
Relevance:
1.4446
by
American Public Health Association, issuing body.
Call Number
362.7120973 23
Publication Date
2019
Summary
The fourth edition contains guidelines on the development and evaluation of the health and safety of children in early care and education settings. This guide features 10 chapters of more than 650 standards and dozens of appendixes with valuable supplemental information, forms, and tools. --
Format:
Electronic Resources
Relevance:
1.0035
by
Karoly, Lynn A., 1961-
Call Number
338.4735500951 22
Publication Date
2005
Summary
Parents, policymakers, business leaders, and the general public increasingly recognize the importance of the first few years in the life of a child for promoting healthy physical, emotional, social, and intellectual development. Nonetheless, many children face deficiencies between ages 0 and 5 that can impede their ability to develop to their fullest potential. The PNC Grow Up Great initiative, a program financed by PNC Financial, Inc., asked RAND to prepare a thorough, objective review and synthesis of current research that addresses the potential for various forms of early childhood intervention to improve outcomes for participating children and their families. The authors consider the potential consequences of not investing additional resources in the lives of children, the range of early intervention programs, the demonstrated benefits of interventions with high-quality evaluations, the features associated with successful programs, and the returns to society associated with investing early in the lives of disadvantaged children. Their findings indicate that a body of sound research exists that can guide resource allocation decisions. This evidence base sheds light on the types of programs that have been demonstrated to be effective, the features associated with effective programs, and the potential for returns to society that exceed the resources invested in program delivery.
Format:
Electronic Resources
Relevance:
0.9504
by
Whitebook, Marcy.
Call Number
362.7120973 22
Publication Date
2004
Format:
Electronic Resources
Relevance:
0.2315
by
Trief, Ellen.
Call Number
362.410832
Publication Date
1992
Summary
The first step in the education process of a visually impaired child is the early identification and treatment by an eye care specialist. The purpose of early intervention is to stimulate and enhance the timely achievement of developmental milestones in early childhood. This book offers a curriculum model to early intervention programs providing services to visually impaired young children. An extensive review of the literature is included along with measurable behavioral objectives for each developmental level. The author's goal is to help visually impaired children receive a head start, enab.
Format:
Electronic Resources
Relevance:
0.2315
by
Work and Child Care Advisory Service, Victoria.
Call Number
WAIARC 378.945 WOR
Publication Date
1996
Format:
Books
Relevance:
0.2259
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