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| dcdee workforce education unit: Child Care Handbook , 1980 |
| dcdee workforce education unit: Connect4learning Julie Sarama, 2016-02-01 |
| dcdee workforce education unit: Creative Curriculum Teaching Strategies, Gryphon House, Delmar Thomson Learning, 1988-01-01 The Creative Curriculum comes alive! This videotape-winner of the 1989 Silver Apple Award at the National Educational Film and Video Festival-demonstrates how teachers set the stage for learning by creating a dynamic well-organized environment. It shows children involved in seven of the interest areas in the The Creative Curriculum and explains how they learn in each area. Everyone conducts in-service training workshops for staff and parents or who teaches early childhood education courses will find the video an indispensable tool for explainin appropriate practice. |
| dcdee workforce education unit: Explorations with Young Children Anne W. Mitchell, Judy David, 1992 Explorations provides an integrated approach to the preschool curriculum, giving teachers a framework to use in developing activities which respond to the individual needs and interests of their children. |
| dcdee workforce education unit: Transforming the Workforce for Children Birth Through Age 8 National Research Council, Institute of Medicine, Board on Children, Youth, and Families, Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success, 2015-07-23 Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children. |
| dcdee workforce education unit: First Steps to Preschool Inclusion Sarika S. Gupta, William R. Henninger (IV), Megan E. Vinh, 2014 Interested in preschool inclusion, but not sure where to start? This introductory guide gathers everything you need to know to launch a successful inclusive early childhood program--and get critical buy-in from your whole staff. A must for leaders of early childhood programs, this reader-friendly primer reveals how inclusive education benefits all children, how school staff and parents can work as a team to make it happen, and how to knock down common barriers to inclusion. Combining the latest research with the nuts and bolts of program development, this book will help current and future early childhood leaders assemble highly effective inclusion teams and develop programs where every child learns and thrives. READ THIS BOOK TO Understand what inclusion is and what it looks like in practice Assess your program's readiness for inclusion Determine what your program needs to make inclusion work Learn which federal laws support inclusion in different early childhood settings Collaborate with staff and parents to develop and sustain key program changes Break through the myths and misinformation that create resistance to inclusion PRACTICAL FEATURES: Quick tips, vignettes, reflection activities, FYIs, and helpful resource lists make this an ideal preservice text and a practical team-building tool for inservice professional development. A featured book in our Successful Early Childhood Inclusion Kit! See how this product helps strengthen Head Start program quality and school readiness. |
| dcdee workforce education unit: Creating Better Child Care Jobs , 1998-01-01 This document presents model work standards articulating components of the child care center-based work environment that enable teachers to do their jobs well. These standards establish criteria to assess child care work environments and identify areas to improve in order to assure good jobs for adults and good care for children. The standards are divided into 13 categories: (1) wages; (2) benefits; (3) job descriptions and evaluations; (4) hiring and promotions; (5) termination, suspension, severance, and grievance procedures; (6) classroom assignments, hours of work, and planning time; (7) communication, team building, and staff meetings; (8) decision and problem solving; (9) professional development; (10) professional support; (11) diversity; (12) health and safety; and (13) physical setting. Some standards are considered essential for child care centers to be recognized as providing a good adult work environment, directly impact the quality of care, or were repeatedly emphasized by teachers, directors, and others. Some standards indicate two possible levels of quality, a high-quality level and a striving level. Appendices include notes for teachers, directors, parents, and boards of directors who are using the model work standards; information on the essential model work standards; methods for calculating a self-sufficiency or living wage for a particular community; and an action plan work sheet. (KB) |
| dcdee workforce education unit: Early Childhood Assessment National Research Council, Division of Behavioral and Social Sciences and Education, Board on Testing and Assessment, Board on Children, Youth, and Families, Committee on Developmental Outcomes and Assessments for Young Children, 2008-12-21 The assessment of young children's development and learning has recently taken on new importance. Private and government organizations are developing programs to enhance the school readiness of all young children, especially children from economically disadvantaged homes and communities and children with special needs. Well-planned and effective assessment can inform teaching and program improvement, and contribute to better outcomes for children. This book affirms that assessments can make crucial contributions to the improvement of children's well-being, but only if they are well designed, implemented effectively, developed in the context of systematic planning, and are interpreted and used appropriately. Otherwise, assessment of children and programs can have negative consequences for both. The value of assessments therefore requires fundamental attention to their purpose and the design of the larger systems in which they are used. Early Childhood Assessment addresses these issues by identifying the important outcomes for children from birth to age 5 and the quality and purposes of different techniques and instruments for developmental assessments. |
| dcdee workforce education unit: Habits of Being Kimberly Bredberg, 2011-07-01 Traditional education is failing our children.Habits of Being: Artifacts from the Classroom Guild, presents an educational model that promotes the innate individuality of every child. If our lives are to have purpose, we must press into the work of becoming abundantly ourselves. Adopting the Guild Method provides opportunity for each and every child to be mentored in ways not possible in the traditional classroom. At the core of each child’s being is some form of genius. It is the teacher’s mandate, the teacher’s joy, to awaken and cultivate this genius, paving the way for individuality to emerge.Quality education is akin to thriving ecology. Inside the classroom guild, curiosity fertilizes learning, coaxes and encourages imagination and dreams, rousing genius. By engaging in creative endeavors over time, students will cultivate skills that lead to sustainable learning in all subjects. Children who embrace the work of curiosity are able to imagine and unearth possibility. These students enjoy the pursuit of knowledge, and ultimately, gain wisdom. Awaken the genius in every child. Mentor deeply. Join the Guild. |
| dcdee workforce education unit: The Wiley-Blackwell Handbook of Infant Development, Volume 1 J. Gavin Bremner, Theodore D. Wachs, 2011-07-11 Now part of a two-volume set, the fully revised and updated second edition of The Wiley-Blackwell Handbook of Infant Development, Volume 1: Basic Research provides comprehensive coverage of the basic research relating to infant development. Updated, fully-revised and expanded, this two-volume set presents in-depth and cutting edge coverage of both basic and applied developmental issues during infancy Features contributions by leading international researchers and practitioners in the field that reflect the most current theories and research findings Includes editor commentary and analysis to synthesize the material and provide further insight The most comprehensive work available in this dynamic and rapidly growing field |
| dcdee workforce education unit: Developing and Administering a Child Care Center Dorothy June Sciarra, 1990 |
| dcdee workforce education unit: Effective Early Childhood Professional Development Carollee Howes, Bridget K. Hamre, Robert C. Pianta, 2012 With this authoritative research volume, administrators and policy makers will discover the latest findings on best professional development practices in early childhood education-and learn how to scale up successful efforts across an entire district or s |
| dcdee workforce education unit: Appendices N-R United States. Department of Commerce, 1976 |
| dcdee workforce education unit: Pediatric First Aid and CPR National Safety Council, 2001 |
| dcdee workforce education unit: Starting Strong IV Monitoring Quality in Early Childhood Education and Care OECD, 2015-10-28 This publication explores how countries can develop and use these systems to enhance service and staff quality for the benefit of child development. |
| dcdee workforce education unit: Designing Coherent Education Policy , 1993-04-30 Much of the failure of recent policy efforts to improve education can be attributed to inconsistency, lack of unified purpose, and an emphasis on low-level skills. This book offers the first in-depth look at systemic school reform, and shows educators at the district, state, and federal levels how to coordinate the various elements of policy infrastructure around a new set of ambitious, common goals for what students should know and be able to do. Sponsored by the Consortium for Policy Research in Education. |
| dcdee workforce education unit: Focus on Early Childhood Education Antonio Pinto, Vitale Pagnotto, 2017-12 In this compilation, the authors present research carried out in three different institutions: university, infant and primary school, and nursery school, with the last two institutions analyzed from a teachers, educators and parents point of view. The goal is to determine the way motor functions contribute to the formative process in infant school in a systematic way within physical education. Next, a comparative study is presented to examine tension between quality and equity in education in the region of Latin America, with the intent of opening a dialogue wherein common constructions can be identified while respecting singular and particular pathways. Following this, a study on Greek kindergarten teachers practice is presented, specifically focusing on how their values impact their decision to use worksheets in kindergarten. A conceptual piece is offered, maintaining that a conversation analysis of childrens play and media (Pandey, 2012) yields one of the most astonishing accounts of their language and interaction. The instructional value of conversation analysis is established using data from a variety of sources, including a Disney movie. Next, data obtained from a survey involving early childhood teachers in Hong Kong is deliberated on. This survey assessed a multitude of factors, including: knowledge of policy, self-efficacy, professional development, experience, professional role, environmental factors, their schools adapted curriculum, teamwork, and provision of resources. The final chapter explores the current situation of limited access of young children to early childhood education and care settings in Tanzania, offering information on childhood education and care (ECEC) from an international perspective to those who are involved with young children and their families. |
| dcdee workforce education unit: Scaling Up Success Chris Dede, James P. Honan, Laurence C. Peters, 2015-06-10 Drawing from the information presented at conference sponsored by the Harvard Graduate School of Education and the Mid-Atlantic Regional Technology in Education Consortium, leading educators, researchers, and policymakers, Scaling Up Success translate, theory into practice and provide, a hands-on resource that clearly describes different models for “scaling up” success. This important resource is filled with illustrative examples of best practices that are grounded in real-life case studies of technology-based educational innovation3⁄4from networking a failing school district in New Jersey to using computer visualization to teach scientific inquiry in Chicago. Scaling Up Success show how the lessons learned from technology-based educational innovation can be applied to other school improvement efforts. |
| dcdee workforce education unit: Significant Benefits Lawrence J. Schweinhart, Helen V. Barnes, David P. Weikart, 1993 Latest monograph in the High/Scope Perry Preschool series. The findings indicate that the young people who attended the Perry Preschool program in the early 1960s continued at age 27 to outperform peers who did not attend preschool, in terms of both educational and life success. |
| dcdee workforce education unit: Indian Child Welfare : a State-of-the-field Study United States. Children's Bureau, 1976 |
| dcdee workforce education unit: Economics of Child Care David M. Blau, 1991-09-19 David Blau has chosen seven economists to write chapters that review the emerging economic literature on the supply of child care, parental demand for care, child care cost and quality, and to discuss the implications of these analyses for public policy. The book succeeds in presenting that research in understandable terms to policy makers and serves economists as a useful review of the child care literature....provides an excellent case study of the value of economic analysis of public policy issues. —Arleen Leibowitz, Journal of Economic Literature There is no doubt this is a timely book....The authors of this volume have succeeded in presenting the economic material in a nontechnical manner that makes this book an excellent introduction to the role of economics in public policy analysis, and specifically child care policy....the most comprehensive introduction currently available. —Cori Rattelman, Industrial and Labor Relations Review |
| dcdee workforce education unit: Inequality in America James J. Heckman, Alan B. Krueger, 2005 Two leading economists debate the effectiveness ofhuman capital policies in addressing widening U.S inequality. |
| dcdee workforce education unit: Education Policy Implementation Allan Odden, 1991-09-03 This supplemental text for educational policy, administration, and program evaluation courses provides a framework for examining the following crucial questions. To what extent have state and federal initiated policies actually been implemented during the past 25 years? and To what degree does implementation lead to effectiveness? At a time when critical understanding of the issues is essential for good decision making, this volume provides a valuable tool for teachers, students, and makers of educational policy. |
| dcdee workforce education unit: Workforce Education Kenneth C. Gray, Edwin L. Herr, 1998 Aims to provide the knowledge base common to all workforce education settings and clients. Designed for those preparing for Human resource Development (HRD) careers in corporate America and for post secondary and secondary workforce education faculty. |
NC DHHS: Division of Child Development and Early Education
North Carolina‘s high-quality early care and learning network helps families raise capable children and a stronger North Carolina. Learn how investing in early childhood education helps us all …
Sign On - dcdee.moodle.nc.gov
Don't have an account? Register Now. Need Help? WARNING: This is a government computer system, which may be accessed and used only for authorized business by authorized …
Child Development and Early Education - NC DHHS
The Division of Child Development and Early Education (DCDEE) assesses an annual license fee to active child care providers in accordance with G.S. 110-90 (1a).
WORKS Welcome | DCDEE WORKS
4 days ago · #appDescription#You will be redirected to the login page in 5 seconds.
Child Development and Early Education – NCDHHS Policies and ...
DCDEE-0473 SCCA Narrative and Documentation Form DCDEE-0466 SCCA Request for Information Subsidized Child Care Assistance Program Policy Manual – Change Notice #25 …
Login - NC.gov
Contact the DCDEE CBC Unit with any questions related to your fingerprints or background check results. Login to ABCMS is controlled by NCID; if you need assistance with logging in or …
Provider Documents and Forms - NCDHHS
Need Help With Child Care Costs? How Do I...? Translated documents and forms were made possible by Grant Number 90TP0046-01-00 from the Office of Child Care, Administration for …
NC DHHS: Division of Child Development and Early Education
North Carolina‘s high-quality early care and learning network helps families raise capable children and a stronger North Carolina. Learn how investing in early childhood education helps us all …
Sign On - dcdee.moodle.nc.gov
Don't have an account? Register Now. Need Help? WARNING: This is a government computer system, which may be accessed and used only for authorized business by authorized …
Child Development and Early Education - NC DHHS
The Division of Child Development and Early Education (DCDEE) assesses an annual license fee to active child care providers in accordance with G.S. 110-90 (1a).
WORKS Welcome | DCDEE WORKS
4 days ago · #appDescription#You will be redirected to the login page in 5 seconds.
Child Development and Early Education – NCDHHS Policies and ...
DCDEE-0473 SCCA Narrative and Documentation Form DCDEE-0466 SCCA Request for Information Subsidized Child Care Assistance Program Policy Manual – Change Notice #25 …
Login - NC.gov
Contact the DCDEE CBC Unit with any questions related to your fingerprints or background check results. Login to ABCMS is controlled by NCID; if you need assistance with logging in or …
Provider Documents and Forms - NCDHHS
Need Help With Child Care Costs? How Do I...? Translated documents and forms were made possible by Grant Number 90TP0046-01-00 from the Office of Child Care, Administration for …
