ep004

1. Identify the center you visited. In the assessment discussion refer to the NAEYC Principles of Effective Practice; refrain from using the term “standard.”

2. Rewrite your assessment results using acceptable English language sentence structure.

3. Using the checklist results, refer to each weakness and write a specific recommendation for the center you visited.

4. Provide clear and specific examples from your site visit to explain how compromise, mutual respect, and shared responsibility help diverse stakeholders achieve a common goal.

Lua Shanks

January 26, 2020

Walden University

EP004: Evaluating Program

Part 1. Program Assessment Tools Comment by Carol Todd: Only double space throughout the document. Refer to APA for additional formatting instructions.

The National Association for the Education of Young Children (NAEYC) promotes constructive relationships in children and adults. This clinches each child’s logic of personal value and being a component of the community and to facilitate the individual child’s ability to put in as a liable member of the community (Helm, Katz & NAEYC, 2011). Additionally, it enhances child development communally, psychologically, physically, and cognitively. Early childhood program instills suitable and efficient teaching approaches that support special child education and development scheduled in the program curriculum objective framework. Comment by Carol Todd: What do you mean by logic of personal value? Comment by Carol Todd: What is “to put in as a liable member”? Comment by Carol Todd: Write in commonly accepted English sentence structure. Review the link below from Walden University. https://academicguides.waldenu.edu/writingcenter/grammar/sentencestructure

The program assesses the child’s developmental growth. These assessments emerge in the outlook of shared communication with families and cultural frameworks of a child’s progress. These assessment results are essential in informing significant decisions regarding children. Besides, this program supports the sustenance and healthiness of children and guards children and staff from poor health and harm. This program makes use of and endorses teaching staffs that are proficient, conversant, and professionally committed. This promotes child learning and development and facilitates family diverse needs and desires (Aldarab & Almohtadi, 2015). Comment by Carol Todd: Assessments are administered, they do not emerge. Comment by Carol Todd: Which program is this program? Comment by Carol Todd: A program cannot facilitate the needs of families. It can facilitate strategies to best meet those needs.

This program institutes and sustains collaboration collaborative with each child’s family to encourage children progress in the entire setting. It also establishes community relationships with intent of enhancing accomplishment of program ambitions. It has a safe and healthful environment that enhances appropriate and well maintained physical environments. Consequently, the program facilitates effective policies, procedures, and system that sustain stable staff and strong personnel and program management in order to give children, staff, and families’ quality experience (Helm, Katz & NAEYC, 2011). Comment by Carol Todd: ?

NAEYC engagement in diverse families self assessment checklist is essential in program evaluation. It promotes family participation in resolution and goal setting concerning their children’s education both at domicile and training facilities. This is done through evaluation of family expectations of their children, and parent teacher conferences where they jointly set goals for children’s education and learning at home and school. This assessment allows a two-way communication that focuses on children’s educational experience as well as the broad program. It also assesses mutual relationships where families obtain common resources and information. Voluntary jobs and ideas are presented which are merged with family skills, talents, and financial needs (Aldarab & Almohtadi, 2015). Comment by Carol Todd: Whose domicile and whose training facilities? Comment by Carol Todd: What do you mean that voluntary jobs and ideas are merged with family skills, etc.? Whose jobs and ideas?

This program utilizes learning activities at home and in the community to support individual child early learning and promotes families’ efforts to develop a learning environment past the program. The program provides literacy bags and loaning libraries for personal belongings use with early learning ideas conveyed through the program and lesson newssheet. Additionally, it allows family participation in program level decisions and wider support efforts. This enables families serve on boards and committees. Comment by Carol Todd: Such as?

NAEYC early childhood program fosters and maintains joint relationships with individual family to enhance child development in all settings. These relationships are responsive to family constituent, speech, and traditions. As a result to optimize children learning and development, programs need to foster relationships with families based on general confidence and esteem. It inculcates families in their children’s educational development and support families to entirely partake in the program (Aldarab & Almohtadi, 2015). Comment by Carol Todd: Which program? Did you observe a program?

Comment by Carol Todd: Format according to APA.

Part 2. Using Accreditation Standards to Evaluate an Early Childhood Program

Families

Standard 7 of the program entails families being received and encouraged to partake in all aspects of the program. Teachers and staff further talk with these families concerning their family arrangement and their ideas on giving birth and use of this information to embrace the curriculum and teaching techniques to served families. The program additionally utilizes various strategies in communicating with families such as family conferences, new family orientations, and personal dialogues. It also maintains that the program’s information including guiding principles and working procedures can be conveyed in a language that families can understand (Helm, Katz & NAEYC, 2011).

Opportunities and Strengths

The opportunities and strengths of this standard involves families being given information in the family’s native language on various topics such as health, individualized learning plans, parent and children’s rights, together with resources and transitions. In addition, families that have children with special needs are given alternatives for scheduling of staff, time, place, and invitees. The program staff employs various mechanisms such as home visits, and family conferences to facilitate dialogue with children families (Helm, Katz & NAEYC, 2011). Thereafter the families are asked to interpret the results as per the required results. The program is able to gather and give program information that includes program polices and operating procedures in a language they can understand. Comment by Carol Todd: Do you mean information on transitions?

Furthermore, program workers update families concerning the program’s systems for children formal and informal progress assessments. They notify them the purpose of these assessments, the procedures employed when carrying such assessments, and procedures used to gather family efforts and information. Moreover, they convey timing of assessments, and manner in which the assessment results obtained will be shared with families. In cases where program workers are suspicious of developmental delay or any special need in a child, they alert the families in a responsive, supportive, and private way. Then they provide a documentation and explanation of this concern next procedures and information concerning resources for assessment. Nevertheless, the program workforce communicates with families on daily routines concerning children’s activities and development milestones. They also provide shared care emerging issues and related issues that affect the wellness and development progress of their children (Helm, Katz & NAEYC, 2011).

The program workers nurture families to be advocates of their children. These workers support families on a regular basis as a contribution to families’ decisions concerning their children goals and plans for behavior and services. They encourage families to hire concerns and foster collaborative working to find mutual satisfactory resolution which he staff incorporates into class practice. The program workers encourage and promote families to formulate prime solutions about services that the child needs and encourage them to be activists of the needed services (Helm, Katz & NAEYC, 2011). These employees provide families with information concerning programs and services from other organizations. They sustain and encourage efforts of families in negotiating health, psychological health, assessment, and learning services for their children. Comment by Carol Todd: Prime or effective solutions.

Moreover, the program workforce employs established connections with various early education plans and local elementary learning facilities that help families prepare and monitor their children’s evolution across programs. They also give additional information to families that aid in communicating with other early education programs. For successful transitions between programs such workers give general basic knowledge on enrollment steps and practices, visiting openings, and program options. These workers maintain in obtaining written consent from family before sharing the obtained information concerning a child to other relevant agencies, provides, and programs (Helm, Katz & NAEYC, 2011). Comment by Carol Todd: What do you mean by the child’s evolution?

Assessment of Child’s Pprogress

NAEYC Sstandard 4 involves the assessment of the child’s progress. The program is informed by continued systemic, formal, and casual informal assessment approaches to give information concerning child learning and development. Such assessments happen inside the context of reciprocal communications with families together with feeling of cultural contexts. These assessments are essential as they inform sound decisions, learning, and program enhancement. Teachers are also able to plan the curriculum appropriately using these assessments to of the individual child’s strengths and needs. Furthermore, they are able to identify children having disabilities and ensuring they receive the services they need (Akin, 2013). Comment by Carol Todd: What does this mean?

Opportunities and Strengths

The accreditation criteria of this program involves children learning employing a variety of assessment methods such as examination, checklists, and score scales. The assessment techniques are tailored selected according to children age and level of development and constitute all areas of development. Teachers use these assessment methods and information to plan goals for each child and study their progress along with improving the program and its teaching methods. Consequently, families are conveyed with information on their children development and learning on regular routines (Akin, 2013). Comment by Carol Todd: Children do not employ assessment. Assessments are administered by adults. Comment by Carol Todd: What does this mean?

Community Relationships

Standard 8 of the NAEYC Principles of Effective Practice addresses early childhood development and constitutes community relationships. The program institutes relationships and utilizes the resources from of children communities to promote accomplishment of program objectives. Relationships with organizations and associations found in the community aid a program attain its goals and attach families with resources that promote a child’s well development and learning. The program joins with and utilizes museums, libraries, parks among other resources in the community. Representatives of communal programs including music performers and local artists are welcomed to share their desires and talents with the children. The staff establishes professional relationships with these bodies organizations that heighten the capacity to respond to needs and interest of children and families. Comment by Carol Todd: The sentence is convoluted. Comment by Carol Todd: What do you mean by communal programs?

Opportunities and Responsibilities

This standard is receptive to the desires ofaddresses the community. Activities developed involve men together with women and encompasses people of all ages, cultures, and ethnic origins. The staff accesses community resources and employs their experience on in community and with families serve as a focal part of the curriculum and a child’s educational experience (Abu-Jaber & Ghieth, 2010). They link with and utilize the community’s urban, rural, and cultural resources. They update families on community occurrences sponsored by local groups such as museums, concerts, and stories formulated for their children. Furthermore, the workers do collaborative engagements with other community associations and groups to cosponsor or partake in cultural occasions that improve children and families experience in the program (Abu-Jaber, & Ghieth, 2010). Comment by Carol Todd: Name the standard. Comment by Carol Todd: Who is they? Comment by Carol Todd: Not necessarily. How can an urban community utilize the resources of a rural community? Comment by Carol Todd: All this is formulated for the children?

Too many spaces.

Recommendations

The standard Principle 7 of the program that involves families contains a printed plan that necessitates sophisticated parent or guardian approval for any health and progressive examination of children and for availing the services. Moreover, the program’s child centered policy of evolution for children incoming and parting the program involves analysis of diverse demands that the incoming learning environment will render on a child. This will guarantee an even transition process for the child and family. Comment by Carol Todd: What does this mean?

In addition, when linking with the community the designated persons must be familiar and make use of proper use of the public resources such as collective services, cognitive and physical health organizations and learning programs including museums, neighborhood, and libraries. Also it is necessary to have lively participation in timely infancy programs through a wide collection of persons and organizations in manners that are consequential and have relevance to the lives and education of kids and their families. The staff and program reserves should mirror the cultural and ethnic populace of the children in the program.

Program workers in early childhood development are encouraged to partake in communal and national early childhood groups by uniting and holding meetings and seminars. Parents and their family members should embrace community involvement projects displayed within the program. The workers should conduct assessments of children progress of all ages. These programs should have a written child assessment plan define the purpose and procedures to be employed and use of results obtained. Additionally, they should utilize effective assessment techniques that encompass all features of child growth sensitive to family backgrounds and children’s special requirements. Each child enrolled in the program need developmental screening within three months of enrollment and the screening tools in identifying child’s interests and needs should meet the professional standards.

To suffice it, NAEYC Early Learning Accreditation Standards and Assessment tools guide all programs on how to improve. These standards together with others give a definition of quality early education programs helping juvenile children birth via Kindergarten. This supports program liability, and allows programs provide high quality learning experiences for an individual child.

5.

References

Aldarab, L & Almohtadi, M. (2015). What is the reality of preschool in Jordan? Journal of Education and Practice, Vol 9, pp 180-187

Akin, E. Z. (2013). Examining the beliefs of Turkish preservice early childhood teachers regarding early childhood curriculum, Journal of Research in Childhood Education, Vol 27, Issue 3, pp 302-318

Helm, J, Katz, L & National Association for the Education of Young Children (NAEYC). (2011). Young Investigators, The project approach in the early years, 2nd Edition, New York, NY: Teachers College Press

Abu –Jaber, M & Ghieth, E. (2010). Kindergarten teachers’ beliefs toward developmentally appropriate practice in Jordan, Early Childhood Education, Vol 38, pp 65-74