In response to a lack of available, validated instruments designed specifically to measure the quality of classroom support provided for children with disabilities in inclusive settings, the Inclusive Classroom Profile (ICP), a structured observation rating scale, was designed to assess the quality of inclusive classroom practices in pre-k programs. The development of the ICP was modeled after the ECERS-R and was informed by national research and professional recommended practices within the field of early childhood inclusion.
Mariana Souto-Manning’s article explores ways in which teachers can incorporate young people’s home and community literacy practices into classrooms when such practices vastly differ from the teachers’ literacy experiences.
This interesting research paper produced from the Milwaukee-based Public Policy Forum comments on the change in child care from a welfare to work program to a school readiness initiative within states. May state leaders, policy makers and advocates will recognize a parallel story within their states as this Wisconsin piece reflects on the history, unintended consequences and provides conclusions and questions for consideration.
This manual from the National Association for the Education of Young Children (NAEYC) provides guiding principles and an overview of strategies for providing technical assistance, coaching/mentoring and facilitation for program improvement. This information can be generalized for all quality improvement initiatives. The focus of the manual is on working with the administrator/director as a primary engagement strategy.
This brief powerpoint presentation created by Louise Stoney, co-founder of the Alliance for Early Childhood Finance, provides illustrations for aligning finance with standards in a quality rating and improvement system.
This compendium was developed to provide a consistent framework with which to review the existing measures of the quality of early care and education settings. It includes information on child outcome measures in the following domains: approaches to learning, general cognitive skills, language, literacy, math, ongoing observations, social-emotional functioning, and Early Head Start.
An exploration of goals for the professional development of early childhood educators, and an inquiry into effective practices for achieving these goals, based on a review of studies on professional development programs and their practices
A study of the professional development and on-site assistance available to center- and home-based child care providers who participate in state quality rating and improvement systems, based on interviews with key informants in 17 states