Programs to Support Children’s Development
Programs to Support Children’s Development
Kenneth James
ECE 313
Lisset Pickens
January 10, 2014
Programs to Support Children’s Educational Development The quality of education in our children’s future has changed over the last few decades, and is simultaneously reflecting different outcomes; educational approaches to-date. More so than ever community services and programs have sprouted up throughout our communities; as well as on a national table. Quality care is the name of the game of educators in the 21st century; teachers are prone more so today to advance in childhood education and development. This paper will explore the professional and non-professional resources needed to secure, professional support systems, family interaction, parent support services, and quality education. An article stated, “Many individuals enter the field of early childhood education because they love children. You may be one of them. How could a person not love children or, at least like them a great deal, in order to spend so much time with them on a daily, weekly, and yearly basis? For many years, practitioners in early childhood education have assumed that this love of children was a primary component in the “quality equation.” In other words, if you love young children enough, then you would provide high-quality care and education for them.” earlychildhoodnews.com (2014) Many years ago childhood care was the focus of people taking the time to care, but as a community effort traditionally, not as childhood education or the development thereof. Due too many adversities and popsicles events such as crime in our schools, bullying, school shootings, race, gender, religion, and bias predication, in short researchers suggested, high-quality preschool program had lower rates of incarceration and substance abuse than did their peers who were not enrolled. Deterring children from future crime benefits not only those individuals, but all those in
Kenneth James
ECE 313
Lisset Pickens
January 10, 2014
Programs to Support Children’s Educational Development The quality of education in our children’s future has changed over the last few decades, and is simultaneously reflecting different outcomes; educational approaches to-date. More so than ever community services and programs have sprouted up throughout our communities; as well as on a national table. Quality care is the name of the game of educators in the 21st century; teachers are prone more so today to advance in childhood education and development. This paper will explore the professional and non-professional resources needed to secure, professional support systems, family interaction, parent support services, and quality education. An article stated, “Many individuals enter the field of early childhood education because they love children. You may be one of them. How could a person not love children or, at least like them a great deal, in order to spend so much time with them on a daily, weekly, and yearly basis? For many years, practitioners in early childhood education have assumed that this love of children was a primary component in the “quality equation.” In other words, if you love young children enough, then you would provide high-quality care and education for them.” earlychildhoodnews.com (2014) Many years ago childhood care was the focus of people taking the time to care, but as a community effort traditionally, not as childhood education or the development thereof. Due too many adversities and popsicles events such as crime in our schools, bullying, school shootings, race, gender, religion, and bias predication, in short researchers suggested, high-quality preschool program had lower rates of incarceration and substance abuse than did their peers who were not enrolled. Deterring children from future crime benefits not only those individuals, but all those in