Scholar Practitioners Who Impact Future Change

 

As a scholar-practitioner in the early childhood field, it is my responsibility to inspire learning and contribute to the health and the well-being of children and families. Knowing that success comes through partnerships with parents and community I can maximize my abilities to meet the emerging needs of children, families, and communities by continuing my education and leading evaluation initiatives.

My greatest barrier to avoid when leading program evaluations is including all stakeholders. I tend to take the lead and fail to delegate; causing missed opportunities to grow from other people’s expertise. By working collaboratively with all stakeholders the valuable work we are doing is not “hampered by organizational fragmentation, infrastructure gaps, and inadequate tools and methods” (National Early Childhood Accountability Task Force (2013, p. 11).

To ensure that evaluations are effective I must work collaboratively with other state and local agencies within our unified and coherent system of standards, assessments, data, and professional development efforts to help design and implement an effective evaluation system or utilize the QRIS system that is in place to help strengthen early childhood education with well qualified educators, developmentally appropriate curriculum, and adequate learning time (National Early Childhood Accountability Task Force, 2013). As our country moves closer to an early childhood system of universal preschool perhaps this collaboration can take place on a national level.

 

Reference:

National Early Childhood Accountability Task Force. (2013). The report of the National Early Childhood Accountability Task Force: Taking Stock: Assessing and improving early childhood learning and program quality. Retrieved from: http://policyforchildren.org/wp-content/uploads/2013/07/Taking-Stock.pdf

Using Assistive Technology to Aide in Assessment

 

In early childhood education, our goal is to teach children independence and how to interact with their peers and environment, that is why assistive technology is important. There are tools that can help children with differing abilities build skills in areas they may be struggling in, these tools are known as assistive technology. Assistive technology can help with almost any skill and can be used by children from infancy to secondary education. By using assistive technology daily routines and activities become easier and children can achieve independence (Nielsen, 2011).

 

Two assistive and supportive technologies that can be used in an early childhood setting are visual systems and noise-blocking headphones. Customized to the child’s individual needs a visual system displaying the daily routine can help preschool and school-aged children with autism anticipate what comes next, be prepared for transitions, and keep on track. Visual systems are also great for helping children communicate their needs if they are non-verbal or have trouble with speech (Nielsen, 2011).

 

Even though it is a simple technology noise-blocking headphones can be very helpful for children (preschool – secondary education) with sensory processing disorders. Noise canceling headphones can increase focus and help small children so they do not become overwhelmed by sensory input (Pacer Center, Inc., 2015).

 To be culturally and developmentally appropriate assistive technology should be individualized based on a child’s needs. When used with assessments assistive technology can help make understanding and practicing daily tasks easier and more engaging for children with differing abilities (Pacer Center, Inc., 2015).

 

References:

Nielsen, L. (2011). 25 incredible assistive technologies. Retrieved from http://theinnovativeeducator.blogspot.com/2011/09/25-incredible-assistive-technologies.html

Pacer Center, Inc.  (2015).  Examples of assistive technology for young children.  Pacer.org.  https://www.pacer.org/stc/pubs/STC-29.pdf