· Summarize your state’s policies and standards for Early Childhood Education. Link the source of your information.
In the state of
Washington our state’s policies and standards for Early Childhood Education is
a QRIS system called Early Achievers. Early Achievers using a house framework, incorporates
professional development and training, mentoring, planning, communities of
practice, professional development and training, engaging interactions and environments,
family engagement and partnership, curriculum and learning opportunities,
screening and ongoing child assessment in collaboration with families into one
comprehensive system of program quality standards.
Our Early Achievers
standards and expectations were designed to align with Head Start and ECEAP
Performance Standards. ECEAP refers to the Early Childhood Education and
Assistance Program, Washington’s pre-kindergarten program for low income 3 and
4 year olds and their families. The rating
system provides information about the quality of early learning programs so families can feel confident about their early learning choices for their child/children. Early learning professionals
are continuously building on the skills they develop through Early Achievers.
Their participation demonstrates a commitment to improving quality of education for
children. Early Achievers uses a rating system to help families understand
their provider’s progress in quality improvement.
https://www.dcyf.wa.gov/services/earlylearning-childcare/early-achievers/rating-system
·
Compare
and contrast these policies with
NAEYC principles of child development and learning that inform practice and
NBPTS Standard V. Include your suggestions for improvement.
Early Achievers is
closely aligned with NAEYC principles of child development and learning. Level
5 of Early Achievers includes National Accreditation. The Early Achievers
Quality Standards focus on achieving positive outcomes for every child a
facility serves, utilizing five quality standards areas much like the five core
propositions outlined in the NBPTS Standards.
Having participated in
Early Achievers for over 5 years I know that the quality standard areas help
providers strive for high quality early childhood education for every child but
are challenging to achieve, depending on the curriculum that is implemented. Each
curriculum comes with its own assessment tools and can be misaligned and
contradict each other. For example, Early Achievers uses The CLASS tool and ERS
to asses’ programs while High Scope certified programs uses the PQA tool. The
environment’s section for the PQA does not align with the ECERS-3.
Generate three questions for guests to answer based on your state’s
policies on assessment and your readings for this module.
1) Why is it important to
complete a strengthening families’ self-assessment as part of your quality
rating system?
2) Why is it important to
align your curriculum with best practice and your QRIS system?
3) Why should programs use
a developmental screening tool that is valid and reliable?
·
Cite
at least three sources from
the Learning Resources and a minimum of two additional sources from your own
research to substantiate your thinking. Note: The resources
should be in APA format.
Bagnato, S. J., McLean, M.,
Macy, M., & Neisworth, J. T. (2011). Identifying Instructional Targets for
Early Childhood via Authentic Assessment: Alignment of Professional Standards
and Practice-Based Evidence. Journal of Early Intervention, 33(4), 243–253. https://doi-org.ezp.waldenulibrary.org/10.1177/1053815111427565
National Board for Professional Teaching Standards (NBPTS).
(2012). Early childhood generalist’s standards (3rd ed.). http://www.nbpts.org/wp-content/uploads/EC-GEN.pdf
National Center on Early Childhood Quality Assurance: QRS
Resource Guide (2018). Retrieved from https://ecquality.acf.hhs.gov/sites/default/files/1812_Section_7_Data_Evaluation_FINAL.pdf
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