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AUTHOR Little, Loyd, Ed. TITLE Early Developments, 2000. INSTITUTION North Carolina Univ., Chapel Hill. Frank Porter Graham Center. SPONS AGENCY National Inst. on Early Childhood Development and Education (ED/OERI), Washington, DC. PUB DATE 2000-00-00 NOTE 62p.; Published three times a year. For 1999 issues, see ED 443 564. CONTRACT R307A60004 AVAILABLE FROM -Early Developments, Frank Porter Graham Child Development Center, CB No. 8185, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599-8185; Tel: 919-966-0888; Fax: 919-966-0862; e-mail: [email protected]; Web Site: 4http://www.fpg.unc.edu. PUB TYPE Collected Works - Serials (022) JOURNAL CIT Early Developments; v4 n1-3 Spr-Win 2000 EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Child Development; Children; Day Care Centers; Depression (Psychology); Early Childhood Education; Early Experience; *Early Intervention; Family Involvement; Family Programs; Infants; Information Dissemination; Mothers; *Outreach Programs; Parent Child Relationship; Parents; Preschool Teachers; Program Descriptions; Public Policy; *Research Projects; State Regulation; Teacher Student Relationship; *Theory Practice Relationship IDENTIFIERS Carolina Abecedarian Project NC; *Day Care Quality; North Carolina; Smart Start NC; State Policy
ABSTRACT This document consists of the three 2000 issues of a journal reporting new research in early child development conducted bythe Frank Porter Graham Child Development Center at theUniversity of North Carolina at Chapel Hill. Articles in the spring 2000 issue focus on afollow-up study of the Abecedarian Project, children of depressed mothers,child-teacher relationships, and early childhood education program quality.The summer 2000 issue focuses on how North Carolina is making major changes inrating child care centers, the impact of comprehensivecommunity initiatives on child care quality, the relationship between state regulations andchild care in four states, and barriers preschool teachers encounterin their work. The winter 2000 issue delineates the core values of the Frank PorterGraham Child Development Center and highlights projects showing the relationshipsbetween research and the outreach vision, a holistic approach tooutreach, bridging the gap between theory and practice, parent leadership,and making research work more accessible. Each issue also lists recentpublications by researchers at the Frank Porter Graham Child Development Center.(KB)
Reproductions supplied by EDRS are the best that can bemade from the original document. Early Developments, 2000
Loyd Little, Editor
Volume 4, Numbers 1 -3 Spring-Winter 2000
U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it.
CI Minor changes have been made to improve reproduction quality
Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.
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A so Long-Term Consequences Aelehild Care Vo1.4, No. I Early Developments is published three times a year by the Frank Porter Graham Child DevelopmentCenter at the University of North Carolina atChapel Hill. Website:http://www.unc.edu..
Supervising Editors Virginia Buysse, Pam Winton
Editor Loyd Little
Graphic Design Turner McCollum
Circulation Jay Hargrove
Photography Don Trull
Editorial Offices 521 Greensboro Street, Suite 206 Carrboro, NC 27510
Postal Address Send change of address to: Jay Hargrove Campus Box 8185, UNC-CH Chapel Hill, NC 27599-8185 Periodicals postage paid at Chapel Hill, NC
For subscription information contact Nancy Pruden at (919) 966-4221 or email: [email protected]
With this issue, we welcome Turner McCollum as our new graphic designer for Early Developments. Turner has taken over the responsibility from Miki Kersgardwho has joined another department at UNC-Chapel ll.We hope that you will enjoy the new look to the magazine. We want to solute Miki for her work in doing the layoutand design for the magazine previously and wish her well inher new position. The cover for this issue is from a child enrolled in the Frank Porter Graham Child Care Center. Typefaces used in the publication ore:Arial Block,Arial Narrow, Gil Sans, Garamond (body text) and Nueva.
Early Developments is funded in part by the University of North Carolina at Chapel Hill and in part by PR/Award Number R307A60004. administeredby the Office of Educational Research and Improvement, National Institute on Early Childhood Developmentand Education. U.S. Department of Education. Contents of AVAILABLE articles do not necessarily represent the positions ofthe BEST COPY U.S. Department of Education. Endorsement by the federal government should not be assumed.
8500 copies printed at a cost of $0.77 copy. 4- Long-Term Consequences of Child Care "Benefits of Quality Care Persist into Adulthood" "Mom's Depression Can Affect Children's Learning" "More Children Attending PreK in Public Schools" "Child-Teacher Relationship 2 Predicts Social Relations"
We Bailey
Headlines such as the above this year reflectthe exciting research that is giving studies us more insight into child careand child development. For example. new Contents Cle) by the Frank Porter Graham Center and theNational Center for Early Development & Learning, both based at the Universityof North Carolina at Chapel Hill, reinforce From the Director 1 the growing public awareness that programsfor helping children should start much earlier than they typically do. Abecedarian Project 2 In this issue, we look at the dramatic resultsof the Abecedarian Project Follow- Up, which shows that the positive effectsof educational child care on poor Moussorgsky 4 children, which was given almost from birth tokindergarten, persist until at least
age 21. This article starts on page two. FPG Recent Publications! Our research continues to show that child care programsmust be of high quality. Such programs need to stimulate children,provide for more teacher Depression 10 training and compensation, offer comprehensivelearning curricula, and encourage staff to work more closely with families. Relationships, We are learning more about the importanceof relationships for very young Child & Teacher 12 children. An article on page ten reports that at agethree, children whose mothers REM, NEWS are chronically depressed faresignificantly worse on tests and other measures of school readiness, verbal comprehension andlanguage skills than children Georgia Conference 14 of mothers who are never depressed. Anotherarticle, which begins on page 12.
looks at the importance of child teacherrelationships. Nearly 1,000,000 served 1 But there is still much to be done. What isthe best way to implement the things (inside back cover) we are learning? What should governingagencies do in the way of standards? How should we finance early childhoodprograms? In an article on pages 14-16. we take a look at some of the moreinnovative early childhood programs around the country. vt,
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5 earivdevelopments Ispring 2000 p
Gains from high quality child care persist into adulthood landmark study decades ago, researchers said. It is believed to he the first study that definitively links high quality infant/preschool child care with Poor children who received early positive outcomes in the children as adults. Data also showed that more than twice as educational intervention had higher many children who received the intervention scores on mental, reading, and math attended college than those who did not. tests than children who didn't receive Furthermore, young adults in the interven- tion group were two years older, on average, the intervention and more impor- when their own first child was born than tantly, these effects persisted until at those who didn't receive intervention. least age 21, according to researchers "These data are significant," said at the Frank Porter Graham Child Craig Ramey of the University of Alabama, director of the early intervention study, "not Development Center at the University only for parents. but for policymakers seeking of North Carolina at Chapel Hill. to make a difference in Children from low- income families and for directors and , }ifiL administrators of child care programs." "The degree of scientific control in this 341, study gives us greater confidence that differ- ences between the treated and untreated individuals can be attributed to the interven- tion itself, rather than to differences among "4- treated and untreated families," said Campbell.
Abe The Abecedarian project differed from most "Our study provides scientific evidence other childhood intervention projects in that that early childhood education significantly 1) it began in early infancy whereas other improves the scholastic success and educa- programs began at age two or older, and tional achievements of poor children even 2) treated children had five years of expo- into early adulthood. The importance of high sure to early education in a high quality quality, educational child care from early child care setting whereas most other infancy is now clear," said Frances Campbell. programs were of shorter duration. principal investigator of the Abecedarian The project began with 111 infants from Project Age 21 Follow-Up. low-income families. Of those, 57 were It is one of the longest running and most randomly assigned to a high-quality child carefully controlled studies of it's type in care setting and 54 to a non-treated group. America. having begun more than two .4- The latest assessment of the children, who are now 21 years old and older, covered 104 of the original group.
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earlydevelopments 2 spring 2000 6 Joseph Spar ling, who helped design the early childhood curriculum, said that each Highlights of the study child had an individualized program of interven- educational activities consisting of game-like Young adults whoreceived early educational from interactions that were incorporated into the tion had significantlyhigher mental test scores child's day. "These activities were designed to toddlerhood through age21 than those who enhance social, emotional, and cognitive were untreated. development, but gave particular emphasis Enhanced language skills inthe children .probably to language," he said. increased the effects ofearly intervention on cognitive skills performance. ver the years, Ramey said, children Reading achievement scoreswere consistently higher for in the intervention group scored individuals with early intervention.The differences significantly higher on cognitive school between the groupsremained large from primary tests0 than children in the control group. cognitive skills appeared to through age 21. Enhanced Through middle adolescence, the differences positively affect readingachievement. between the groups remained large for Mathematics achievementshowed a pattern similar to reading and large-to-moderate reading, with treatedindividuals earning higher scores. for math. in contrast to the large The differences were_medium Campbell said, "Welfare reform has effects for reading. Again,enhanced cognitive function- increased the likelihood that children in ing appeared topositively affect results. poverty will need early child care. significantly more likely still The educational stimulus value of these Those with treatment were 21-40% of the intervention group early caregiving years must not be wasted. to be in school at age with 20% of the control group. More and more of America's children will as compared need out of home care. This is especially A significant difference wasalso found for the percent- four-year true for poor children. We must notlose age of youngadults who ever attended a interven- this opportunity to provide them the early college. About 35% ofthe young adults in the the learning experiences that will increase their tion group had eithergraduated from or were at chances for later success." time of the assessmentattending a four-year college or control Researchers have placed the executive university. In contrast,only about 14% in the summary of the study and otherinformation group had done so. on the web sites-www.fpg.unc.edu/-abc>. Young adults in theintervention group were, on their first child average, two yearsolder (19 years) when (17 was born comparedwith those in the control group It Is believed to be the first stints that detinithreiv years). although the youngestindividuals in both groups born. links high quality Infant/preschool child care with were comparable in agewhen the first child was Design outcomes In the children as adults. Employment rates werehigher (65%) for the treatment although the group than forthe control group (50%), trend was not statisticallysignificant.
For more information,search tier Carolina Abecedarian Projectat BEST COPYAVAILABLE r. 8 BEST COPYAVAILABLE It was 1966. The Green Bay Packers were The playing of Beethoven on Beth's first basking in the limelight of winning the first day was not only for dad. One way tohelp Super Bowl. The cassette was introduced as children at risk, so Hal theorized, was to the newest technology for music. The Mamas stimulate them visually and aurally. and the Papas had exploded onto the music "I remember going to violin class. scene with two hits: "California Dreamin" I learned how to play 'HumptyDumpty' and 'Monday Monday." and the teacher, a woman I think, laughed a And a two-year-old girl named Beth lot. I liked it," said Beth, now a geophysicist Robinson was the first enrollee at a new working in US Office of Management and child care research center in three trailers Budget. "I remember being outside with my on Cameron Street in Chapel Hill, NC. dad and mom in the morning, and Itried To mark the occasion, her father played both of their coffees. I liked dad's a lotbetter a record of Beethoven's Ninth Symphony, (he took milk and sugar) than mom's(black.)" fourth movement. "It was exciting. There was a senseof starting a project, a sense of doingsomething said Beth's father was Hal Robinson, unique. We all had a sense of mission," co-founder with Ann DeHuff Peters Joe Spading who in the spring of1967 joined of the behavioral sciences arm of the the team that now included Isabel Lewisand Child Development Institute at the University Frank Loda, a pediatrician. lkaussergskr and the light of of North Carolina at Chapel Hill. The Other They were also part of an even grander, goldfish dangling in a Mastic bag arm of the institute was the BiologicalSciences revolutionary idea that had been kicked on the air was how Newsweek Research Center, headed by Morris Lipton. around for a year or two: an entire complex magazine described the Robinson's Those were the post-Kennedy days. for at-risk children from birth to age 12. Meint Ina 1988 article. The children Research money was beginning to flow It would be the first such complex inthe been were else taught French. toward disadvantaged children, mental nation and seed money had already retardation, and poverty. The civil rights planted by the federal government, movement was growing. Grants from the UNC-Chapel Hill, the Carnegie Foundation, National Institutes of Health had gone out the state and the Chapel Hill-Carrboro to a number of institutions that year concern- School system. ing mental retardation, but the only one that Part of the new complex would be an focused on prevention was the one that elementary school, and Sparling was recruited administrator of the came to UNC- Chapel Hill. Or morespecifically to help design and to be to a child development unit now known as school. In the meantime, he was named the Frank Porter Graham Family and Child associate director of FPG. Care Program. The idea behind the complex, according to "Hal was determined that our daughter a newspaper article at the time, was"the cultural would be the first enrolled," said Nancy prevention of intellectual deficit due to Robinson, who directed research at the center. deprivation and the enhancement of personal The Robinsons wanted to examine this basic and social development." The medicalfacility question: Could child care help prevent would "be concerned with discovering the intellectual deficits in what are now called causes, prevention, treatmentand cure of at-risk families? Peripheral questions had to mental retardation and emotional disturbance." do with whether group care for infants was From day one it was an intervention also a or was not a good idea, and what ittook to program for children at risk, but it was -real do it well: and how mixed-race and mixed- program that from the beginning set up a socioeconomic groups could be created in world" community mix of children andfamilies a positive way. from many walks of life. earlydevelopments 5 spring 2000 Those early days were filled with the camaraderie of shared struggles. "There was'a spirit of hopefulness. Sparling remembered rushing to We talked about breaking the cycle of poverty. cover his data when it rained Really break it. We said it as if we were going because the roof leaked in one to do it. We had a sense that we were going trailer. The children's playground to accomplish something," said Sparling, was mostly sand and large rocks. now retired. Play equipment included tractor ut as cost figures came in and other tires for swings and riding "horses" considerations were weighed, the From the very beginning, there was a made of tree logs nailed onto 2 x 4s. Bcomplex eventually fell through, medical component studying health of Metal barrels with "diapers" written as did the ideal of a "real world" community. children. For example, M Collier and on them stood by the front door Funding became available only for others began studying the frequency of of one trailer. children considered directly at risk. child illnesses in the center. Their research The vision of scattered expanded into respiratory tract infections small buildings was and complications (children's respiratory replaced by a large tracts were cultured every two weeks at administrative building the center), vaccines against respiratory that housed all the pathogens, new ways to detect respiratory services. The Robinsons infection, and otitis media. left, although the child During the 1970s, Sparling and Isabelle care center itself continued Lewis devised 100 experiences for young and grew. children from birth to 36 months in the form of games. Each game was self-contained on a card with pictures and descriptions, and the In 1970, Jim Gallagher games were presented in sections spanning was named director of FPG. about six months of developmental age. He recruited Craig Ramey Infant Learning Games was first published to take over the child care project, which was in 1978 in a loose-leaf notebook format expanded and refined into the Abecedarian with removable game cards. Later, the book Project. Considered one of became a hardback and a paperback and the premier longitudinal child care studies in 100 learning games became 150 and then America, it continues today with data showing 300. That led to other popular books for that significant benefits of the "stimulating parents and teachers, such as Learningames child care" persist until at least the children for the First Three Years and Learningantes are adults. (See related story on page 2.) for Threes and Fours and Partners for Learning. BEST COPY AVAILABLE 10 piloted at the FPG child care facility and later The Abecedarian children graduated carried out at more than 65 child care centers. from child care into school. Last year, two child care classrooms were Investigator Frances Campbell added as part of a new model demonstration rounded up grants and the work continued. project for very young children (18-36 months Also, beginning in the mid-1970s, FPG began of age) with autism and their families. FPG providing training for UNC nursing students. will disseminate the model to other early offering instruction and practice in such areas intervention programs in North Carolina and as child health assessment, infant stimulation. provide training and technical assistance. day care, and behavior management. Another study underway at the center may Additional researchers were recruited and have significant program implications forearly worked in such areas as nutrition. premature childhood teachers and child care center infants, otitis media, the effect of second- administrators. The project compares what hand cigarette smoke on infants, child care happens when a child has the same caregiver quality, and inclusion. for the first three years of life with what change By the late 1970s and 1980s. center happens to children when caregivers But knowledge cannot be pulled researchers were securing a stronger national in each of the first three years. reputation and adding more research into The center continues to be a practicum site from basic research directly into policy implications. The Carolina Institute for students from a variety of health and practice any more than crude oil for Research on Early Education for the education disciplines. can be pumped from the ground Handicapped examined the experiences into an automobile. It needs that and perspectives of families of children "'+w 7',T 4 -'47;f24,7437 Wir SLR -,, - crucial stage of development that with disabilities. transforms fundamental discoveries Through the years, the configuration of the tie of the original dreams of the about children into curriculum child care operations changed in response to founders of FPG died early on products, teaching practices new research. For example, the child care a large research and medical program admitted its first children with 0 and parenting techniques. complex and a laboratory school working disabilities in 1984. And several years ago, with children at risk from birth to age 12. age groupings became more flexible to Perhaps it was ahead of its Wow. accommodate children with varying develop- But what didn't die were the goals and ment levels. Also, child-sized toiletsdesigned beliefs and motivations of the women and the specifically for children with disabilities were men who created the Frank Porter Graham added so that children with disabilities could Center. Those dreams live on: Intervention. learn independence and gain competence. Collaboration across disciplines and In the mid-1990s, the playground area was university departments. Solid research. redesigned and equipped following the Helping young children and their families standards of the Consumer Product Safety reach theirfiell potential still drives our Commission, which are based heavily on researchers and staff. Three decades later. accident research. you continue to feel the "excitement," the The child care center has often been used ..spirit of hopefidness." and "a sense that to pilot a program. For example. Jonathan we're going to accomplish something." Kotch, a professor of maternal and child health at UNC-CH and an FPG fellow, directs a training program for early child care and education professionals. particularly in health and safety aspects. The study was 11 eariydevelopments 7 spring 2000 1(0,7tP4FARM BEST COPYAVAILABLE =AktAA,4, `"'- Thirty-four years ago, Hal and Nancy Robinson: "The idea Nancy M. Robinson helped begin was prevention aimed at the FPG Child Care Center. poverty. The war on poverty After leaving FPG, they joined and the war on mental the University of Washington. retardation were going on side by side but nobody was saying they were the same one. Before his death in 1984 Hal At the beginning, this center was both middle- founded the UW Center for the class and lower-income and cross - racial.... and. Study of Capable Youth, now that was also a big issue at that point. named for him. Nancy remained There was a huge question at the time about in the fwld of mental retardation whether infants could be accommodated in but took up the reins of the center group care. And so the center started with at Hal's death. Among tbe notable infants and 2-year-olds." programs of the center, which Nancy: "In the child care center, children serves gifted children, area were grouped across ages, with a special Transition School and Early effort to keep true siblings in the same group. Entrance Program for young ,tT Infants were kept together until fully ambula-, teenagers, a clinic, summer tory, I think, and then placed in the cross-age program, and extensive research. groups. Children were grouped by age for 'preschool classes' for ease of instruction and because there were some activities that just couldn't happen if there were toddlers interfering." Earlier this year, Nancy Robinson visited FPG and at one point, she, former FPG Director Jim Gallagher and former Associate Director Joe Sparling: "Reception to our Joe Sparling, sat around reminiscing. work? Some departments, say at the school of education and Here are selected excerpts: .4 psychology were in_general very cool toward what we were doing.,I think they felt that our work was perhaPs too messy and too vague. It wasn't what their professors Jim Gallagher: "I remember 'ought' to he doing." visiting you and Hal in 1965 or '66, I think it was. I was still at the University of Illinois; and Jim: "There were a number of other projects you had put in a grant request to NICHD for around the country working on mental retar, your project here. I was part of a site team to dation and trying to stimulate development... visit and look around." so there was a community of researchers and scholars who were communicating with each other doing the same thing." 2, earlydevelopments 8 spring 2000 12 beforen Resources- ithin reason: Materials that.,.... AlmOst a milliottchildren in school translaie brain research into activities forn-.:'Ifindert.prteni:Who is responsible for early childhood services? Clifford, R.11/41., Early,D.M. daily use.1.:atlett, C., &Willton,P. (1999). lhung Children, 54(5),48-51.. losing Exceptional Children..2(1),28. & (1999). and gram- Rcsotirces within reason: Infant-caregiver- Parents' report of vocabulary American connections. Catlett, C., Winton, P. Hamra, I., matical development of African preschoolers: Child and environmental McCollum. J., & Yates.T. (1999). associations. Roberts, J. E.,13urchinal, M.,& lining Exceptional Children, 2(2), 28. DUrliarn, M.(1999).Child Del'clnIntlettl,70(1), 92-106. Parent education: A term whose time child is past. Winton, PI., Sloop. S., & Rodriguez.P. Otitis media and hearing loss: Is development affected? Roberts.). E.(1999). (1999). lilPiCSin Early Childhood Special Srutinurc in Otitis MediaManagement. 2(1).1-2. Education, 19(3).157-161. and learning. Preventing secondary conditions and Otitis media and later language Seminarsin Otitis promoting health, well being, and quality Roberts.). E., & Wallace, 1. (1999). of life. N1cMillen..1. S.. Slincousson, R.J.. & Media Management, 2(1),10-1-i. N1cDevitt, L (1999).InR.J. Simeonsson & 1.. Controversial practices: The needfor a McDevitt (Eds.),Issues in disability and fields. health:The role of secondary conditions and reacculturation of early intervention McWilliam, R. A. (1999). lbpicsin Early giddily of life (pp 205-220).Chapel Hill: 19,189-193. 'Ili vursity of North Carolina. Frank Porter Childbood Special Ldnattion, Graham Child Development Center. North by Latino Carolina Office on Disability & Health. Needs and supports reported families of young children withdevelopmental Correa,V.Arcia, E., Behavioral style of young boys with disabilities. Bailey, D., Skinner, I)., & Skinner. M. fragile X synch- Hatton, DD., Balky. Blanes, M.. Rodriguez, P. Vazquez. on Mental Retardation, D.B.,11argett-Beck. Nl.Q., Skinner, M.. & Clark. (1999)..4mericanfournat R.D. (1999).Developmental Medicine & Oiihl 1(14.4r-i5 i Nen mlf 41.62i-632. Narrating self and disability:Latino parents' their child Kindergarten teachers' practices related constructions of identity vis-il-vis Bailey. 0.. Correa, V_ & to the transition to school:Results of a with special needs. Skinner. D., 65.48 I-495. national survey. Planta, R.C., Cox. NI.J..Taylor. Rodriguez. P (1999). EvcePllona/ On/dren. L.. & Early, 0. (1999). /be Lie/nen/myScliao/ approaches tOr early ournal,100, 71-86. Community development intervention. Buyssc,V.WcsIcy. P. &Skinner. D. ( 1999). Edncalion. 19(-4 ). The children of the cost. quality, & Thpies in Early Childbood Special outcomes study go to school:Executive 236-212. .summary-. Pcimicr-Feinberg, E. S.. Clifford.R. 1.,11tirchinall. M. R.. Culkin. M., Ifowes. C.. Kagan. S. L.,Yazujian. N.. Byler, P.& Rustici, 1. (1999). Chapel Hill:Ilniversity of North Carolina. Frank Porter Graham Child Development. Center. cartydct 9 ,1',7, 13 Children of depressed mothers score lower on measures than children of mothers who are never depressed The on-going nationwide Study of Early Child Care by the National Institute of Child Health and Human Development (MCHD), continues to provide significant data for parents, professionals, and policymakers about the relationship between early child care and children's development. Data released in the September 1999 issue of DevelopmentalPsychology shows that at age three, children whose mothers are chronically depressed fare significantly worse on tests and other measures of school readiness, verbal comprehension and language skills than children of mothers who are never depressed. Those whose mothers are sometimes depressed fall somewhere in between. earlvdetglopments 10 spring 2000 14 Here are other findings from this report: More experiences in groups with other Depressed mothers in general were less sensi- children predicted more cooperation with tive to their children, their children displayed other children and fewer problem behav- poorer verbal and language skills andshowed iors at both two and three years of age. more problem The consistency of the day care setting also behaviors. played a role in the development of social Children whose competence. At age two, children whohad mothers were been in a number of different day care more sensitive, arrangements showed more problem behaviors than did children who however, did The researchers suggest possible walf had been in fewer day care better on for improving the nation's child care: arrangements. measures by improving the ratio of child care Child care experience has no and behaved givers to children, lowering group siz discernible influence on the better regard- increasing care givers' levels of educ... security of children's attachments less of their mother's level of depression. tion, and increasing the safety and to their mothers by age three. Women with higher incomes and other advan- intellectual stimulation of child better In general, the education of tages were more responsive and played care settings_ the mothers was more strongly with their children despite their depression Investigators who are working on related to positive qualities of possibly because they were less stressed. NICHD team includes Martha Cox an maternal care than was the Income made no difference in sensitivity Margaret Burchinal from FPG and the amount or quality of child care. and responsiveness among mothers who National Center for Early Developme: However, mothers were slightly were not depressed. & Learning (NCEDL), also based at more positive and supportive Women who were despondent most of the UNC- Chapel Hill, and Riii;ert Bradley with their children when less time not only were least sensitive but also and Robert Planta from NCEDL. child care was used or when were the only group to show a decline in Bradley is with the University of child care quality was higher. sensitivity between the 15-month and Arkansas at Little Rock and Pianta Parents have an important 24-month assessments, As toddlers emerged is with the University of Virginia influence on children's from the period some call the "terrible twos" at Charlottesville. development regardless of and became less willful, interactions with Besides UNC-Chapel Hill, other da how much child care their mothers grew more positive. collection centers are located at the children experience. universities of Arkansas at Little Rock Other data released-last year from the NICHD Comparisons between children California at Irvine, Kansas, New Child Care Study shows that higher quality child in child care and those experi- Hampshire, Pittsburgh, Virginia, care is related to less problem behavior. encing exclusive care from their Washington at Seattle, Wisconsin, Here are highlights from that report: mothers tell us little until we and Temple University. The overall Day care in the United States is "fair," consider the quality of care. NICHD study began in 1991. but not outstanding. High quality child care offers Such factors as a family's income, mothers' an advantage to children and psychological well-being, and maternal low quality care a disadvantage behavior have more of an influence on for cognitive and language children's social competence at two and development as compared to three years of age than does the children's care from the average mother. day care arrangement. Quality child care was related to children displaying greater social competence and BEST COPY AVAILABLE cooperation and less problem behavior at two and three years of age. 15 eariydevelopments 11 spring 2001 The quality of children's early relation ships with their teachers in child care is emerging as an important predictor of children's social relations with peers as Child-teacher relationship in child care predicts later social relations older children. Our data explored the relative contributions of early classroom social/ emotional climate and individual relationships and behaviors to social competence with peers five years later. Results Children who rated high in peer aggression, disruption, and social withdrawal were rated high in child- teacher relationship conflict and low in child-teacher relationship closeness. Children who rated high in prosocial behavior with peers also were rated high in child-teacher relationship closeness and low in child-teacher relationship conflict. Classrooms with higher levels of behavior problems had lowers levels of child-teacher closeness. Predictive factors Children's second-grade social competence with peers ratings could be predicted by Relationships preschool classroom social- emotional climate, four-year-old behavior problems and child&teacher child-teacher relationship quality and Following are excerpts from "Social- contemporary child-teacher emotional classroom climate in child care, relationship quality. child-teacher relationships and children's Aggression ratings were best predicted by second-grade peer relations" by Carollee a preschool classroom high in behavior Howes. UCLA. Data for this paper which is problems and low in child-teacher in pressat Social Development. was gathered closeness, in the Cost Quality and OutcomesStudy, the child's poor child-teacher a five-year on-going longitudinalstudy closeness as a four-year-old and examining the effects of child care in contemporary child-teacher four states. relationship conflict. Disruption ratings could best be predicted by being a boy, preschool classroom climates high in BEST COPY AVALABLE behavior problems and low in child- teacher closeness as a four-year-old and high levels of child-teacher conflict as a earlydevelopments 12_spring 2000 second grader. 16 Prosocial ratings could best be predicted by Underpinning our thinking being a girl, Howe's perspective on eacher-child preschool classroom climates high in relationships is drawn from attachment time spent interacting with peers, theory, which assumes that children use their the child's low levels of behavior relationships with significant adults to problems as a four-year-old and organize their experiences. high levels of child-teacher closeness Current research suggests that children with and low levels of child-teacher conflict close child-teacher relationships are If children feel emotionally secure as a second grader. also socially competent with peers. with the teacher they can use her Children perceived by teachers as difficult as a secure base and a resource Ratings of social withdrawal could best be four-year-olds tend to build child-teacher for exploring the learning predicted by relationships high in conflict. opportunities of the classroom. a classroom climate high on behavior problems, low levels of individual behavior problems as a four-year-old and low levels of child-teacher closeness as a second grader. Discussion Considerable individual variation in children's social competence with peers Each child-teacher relationship is as second graders can be understoodby ;:;'These persist so that by kindergarten, built indepen4;uly of the child's examining both dieir individual experiences children who were problematic four-year-olds prior adult-child relationships as four-year-olds in child care and the tend to be less able than children with other (including child-mother) and social emotional climate of their child relationship histories to use the child-teacher of the other child-teacher care classroom. relationships to master the academic content relationships in the classroom. These findings support the premise that of school. individual relationships are constructed Our outcome measure, second-grade social within particular contexts. The contributions competence with peers, is significantbecause of the individual children, their teachers and by mid-elementary school, individual the climate of the context are all important differences in children's social competence predictors. Both child care teachers and with peers appears to stabilize and predict elementary teachers may benefit from an future adaptive or non-adaptive behavior increased awareness of the importance in adolescence. of the social and emotional climate of Aggression and social withdrawal are the classroom. maladaptive behaviors, indicating the absence This suggests that teacher preparation of social competence. :S! programs may need to focus on this aspect of curriculum for young children as well as more traditional material. BEST COPY AVAILABLE earlydevelopments 13 spring 2000 17 "Nook, Natrona' Center Collaborative innovations Early Development &Leantng Massachusetts's discretionary grant program requires the collaboration of early care and education providers, families with young children, and other members of local communities, reports Elisabeth Schaefer of the state Dept. of Education. Local Community Partnerships for Children Councils: Innovative ideas in early education choose the lead agency that administers exchanged at Georgia conference the project (public school, Head Start or child care agency) Educators, researchers, and legislators from conduct needs assessments Europe, Australia, and America came together create comprehensive service systems just over a year ago in Atlanta, to talk about for 3- and 4-year-old children and the "single most important investment we their families can make" as Georgia Gov. Zell Miller said. evaluate community plans, implementa- That investment is providing early education tion of plans, and outcomes and opportunities for the nation's young children. serve as policy and planning bodies. Participants in the conference "Education The state mandates collaboration, a in the Early Years" heard from domestic and needs assessment plan, and then international programs; considered the most provides funds. Partnerships serve 3- and recent research; and discussed alternatives 4-year-olds in families with incomes up to structuring and financing these programs. to the state median, $55,000 for a family Sponsors included the National Center for of 4. The state requires communities to Early Development & Learning. use a sliding-fee scale to determine what parents pay for services, including services provided in schools. Minnesota has created the State Depart- following are excerpts from states ment of Children. Families & Learning (CFL) trying innovative techniques :d. that brings together K-12 education with community service programs, according to Barbara Yates of CFL. Parents and community members are part of program, advisory, and planning committees. This means: Creation of a single voice for childhood services which gives these issues more prominence in the.executive and policy arenas. More comprehensive and coordinated access to data. More integrated funding. Policymakers BEST COPY AVAILABLE have a better opportunity to examine state-level barriers that impede services and give a more coordinated response. earlydevelopmenu 14 spring 2000 NCEDLNews 18 The state has allocated money for preK to Connecticut has two major collaborative partner with federal Head Start to increase the thrusts, according to Elaine Zimmerman of the Connecticut Commission on Children. number of low-income children receiving early The school reading program (passed in education services. This is known as Head Start 1997) offers full access for three- and four- Prekindergarten. Also, Temporary Assistance to year-olds, the pooling of dollars across Needy Families money is used to help federal Head Start expansion efforts to extend the day/ social service and education departments to expand hours and quality, service year of Head Start services. Oregon's goal is to It Is time that America integration linking healthcare, literacy, serve 50% of eligible children by 1999 and determines to make the employment and job training at the 100% by 2004. prescho-ol site. A career ladder supports most out of this critical Infrattructure Innovations the work experience, training and career time in a child's lite. Vermont; through its Early Childhood paths of providers. Preschool programs II our children are going to Workgroup, has developed a number of inter- must be accredited or in the process of compete in a global market -.. related factors to strengthen its infrastructure, accreditation with NAEYC, Head Start or we must make them global according to Cheryl Mitchell of the Vermont other similar standards. The-program gets thinkers. It Is Incumbent to Agency of Human Services. These include: $80 million for the first two years of a do everything we can Core standards for all center-based, five-year plan; it also contains $70 million . home-based, and home-visiting programs. in loan funds for capital expansion. as soon as we can A career lattice that links early childhood The literacy program (passed in 1998) to prepare them to learn services across the career spectrum. creates a comprehensive early interven- and to function in a world - Increased incentive payments for tion strategy targeting at-risk children no longer limited by state NAEYC-accredited programs::. K-3rd grade. The state appropriated $20 er national boundaries. An extensive training systein andihe million for intensive reading programs, involvement of higher education in reduced class size, full-clay kindergarten, Zell Miller professional development. after-school and summer school A revolving loan fund for improving programs, and teacher training. Georgia governor child care settings and a mini-grant Parents are written into both bills as con- program for equipment, supplies, sumers with whom institutions must and specialized training. collaborate proactively. Use of interactive television and outreach. Oregon's collaborative early childhood system Partnership between state and community serves children, ages 0-8, and theirfamilies, collaboratives around enhanced quality according to Dell Ford with the state Depart- in early care and education. ment of Education. The essential elements are Links between schools, centers,, family involvement, inclusion, positive relation- and home-based providers. ships, child development, professional staff, Reinforcement of family-centered practice. continuity, health, an appropriate environment, Texas has formed the Texas Head Start-State and effective administration. Collaboration Project (THSSCP) which creates Oregon has an open competitive process and supports statewide partnerships among for funding programs; all service providers Head Start, child care and preK programs. can apply except religiously oriented programs. Parents are members of the THSSCP Task Also, schools must look at transition issues for Force and participate in various workshops. preK students. Schools must coordinate with THSSCP gets $300,000 a year from Head child care. Partnerships ensure that someone Start (federal) and child development at the school works with health and block grant (state). (continued on page 16) human resources. 1 9 eartydevelopments 15 spring 2000 NCEDLNews (Texas continued from page 15) NCEDI These major projects are being implemented: Funding solutions suggested include Texas Core Standards Educating parents, the public and the Texas Career Development System government about the costs of low Early Care and Education Collaboration quality and a lack of services Tool Kit Building a system on existing resources Transition Training Pilots and models Creating a funding partnership among North Carolina's "TEACH" component of its parents, government, and employers statewide Smart Start initiative is an umbrella Using a mix of public sources, such as for a variety of scholarship programs that general revenues from taxes and help child care workers take college courses lotteries, state budget surpluses, in- and get paid for it, according to Sue Russell creased tax on upper income families of the Day Care Services Association. TEACH (especially capital gains), dependent care has operated for eight years and provided assistant plans with matching contribu- more than 4,000 scholarships. tions and rollover. a children's trust fund Another state programChild Care WAGES similar to the Social Security system. and Project provides salary supplements to a 50% tax on campaign funds. eligible child care teachers. directors, and family child care providers linked to the level Evaluation innovation Georgia's ongoing evaluation of its of their education. Prekindergarten Program looks for program Both projects maintain comprehensive databases that track participants' demograph- characteristics that produce a "competitive ics, history, progress, increased education, advantage" for children, according to turnover, and so forth. TEACH funds come Gary T. Henry of Georgia State University. from private and public sectors, including The evaluation also examines which foundation and corporate sources. The Child educational practices in the years after Care WAGES Project is funded with Smart preK enhance or dampen the effects of Start money. Both projects have shown that the preK program on four-year-olds. increased compensation can have a dramatic Program quality, teachers' beliefs and practices, and developmentally appropriate impact on turnover. practices in preschool are measured on a Funding innovation stratified probability sample of more than Thirty nine states fund preschool programs 3,000 children. Family background and with their own money from special taxes, preschool program characteristics are lotteries and gaming, state general funds, state monitored. Parents are interviewed each education appropriations, and other methods, year for the first three years. according to Anne Mitchell of the Early These outcomes are measured: rating of Childhood Research Institute and W. Steven student performance on cognitive, behav- Barnett of Rutgers University Graduate School ioral, and social skills, attendance, promotion, of Education. referrals to special programs, and expecta- Nationwide. child care and early education tions for each student by parents and is funded 60% by families. 39% by govern- teachers... ment, and 1% by the private section. PreK is rapidly growing in state budgets. Some 39 states have money for preK or add on to Head Start. The trend isfor three- and four-year-olds with few initiatives for children birth to five. ean'ydevelopments 16 spring 2000 NCEDLNews 20 Nearly preK childrenbeing served in public school areas She said. "Schools havebeen slow to meet Schools and school districts arebecoming the needs of familiesfor services beyond the "School systems are a maim increasingly involved in providing services traditional school day (usuallyabout six-and- new force la early Minced to children and families prior toentry into a-half hoursiday) and school year(usually This has both gesidge and formal school at the customarykindergarten around nine months). Today mostfamilies negative Implications for entry age. with children three tofour years old age the field: Using data from the 1995 NationalHouse- eight hours a day) need full-day (at least - Richard M.Clifford hold Education Survey (US Departmentof Researcher, Co-director and full-year services." National Center for Education), a new study by researchers In an article publishedin a recent Young EarlY Development & Learning at NCEDL estimates that some900.000 Children, the researchers wrote,"We propose prekindergarten children were served in a the creation of a NationalCommission on high school public elementary, junior high or Early Childhood Services toexamine the in 1995. issue of how we, as a country,will serve our "School systems are a major new force youngest citizens.Until-we have agreement both positive in early childhood. This has on the basic issuesof who has responsibility field," said and negative implications for the for governing earlychildhood services, who also Researcher Richard M. Clifford, who is has responsibility forfinancing these services, Early co-director of the National Center for and how we can besttake advantage of the Development at UNC-Chapel Hill. rich resources for servingchildren in this schools bring On the positive side. he said, country, many familieswill continue to face a a strong tradition ofservice to all children. patchwork of services with manychildren A 1999 report showed thatstandards for spending their early years insettings of in state-funded pre-kindergarten programs unknown quality.... many states are quitehigh. "Second, schools represent a strong potentialally in securing revenue for early childhoodprogramming." N,, officials have --N On the negative side, school For more information:-1 vw- incorporate ser- been historically reluctant to 'Almost a Million Children inSchool Before vices to children prior to kindergarten Kindergarten:Who is responsible forEarly entry agea positionsometimes supported Childhood Services?" RichardM. Clifford, appropriate by public opinion regarding the Diane M. Early &Tynette Hills.Young Children Diane Early role of the education system. said 54 (5), 48-51. who also worked on the study. BEST COPY AVAILABLE 2' earlydereloornents 17 spring 2000NCEDL\'eua Non-Profit Org Fr;;;;;"4* U.S. Postage., Porter Child Paid Development Graham Permit 177 Cente2.21 Chapel Hill, NC Campus Box 8185, UNC-CH Chapel Hill, NC 27599-8185 Address Service Requested BEST COPY AVAILABLE vowOD *: RA' , .4= 12. = - 11=vim .1 1 (1;4.1 , P." ) , t!/' %%1.: , 41. ,1,4 Frank Porter Graham Child Development Center at The University of North Carolina at Chapel Pill Volume 4 No.2 Summer 2000 Supervising Editors Virginia Buysse, Pam Winton Editor Loyd Little Graphic Design Turner McCollum Circulation Jay Hargrove Photography Don Trull Editorial Offices 521 Greensboro Street, Suite 206 Cerrboro, NC 27510 Postal Address Send change of address to: Jay Hargrove Campus Box 8185, UNC-CH Chapel Hill, NC 27599-8185 Periodicals postage paid at Chapel Hill, NC www.fpg.unc.edu www.ncedl.org Early Developments is published three times a year by the Frank Porter Graham Child Development Center at The University of North Carolina at Chapel Hill. It is funded in part by The Ultivesqv of No-zn Carolina at Chape! Hill anti in part by PR/Award Number R307A600041, administered by theOtt ce of Educational Research and Improvement, National Institute on Early Childhood Development and Education, US Department of Education. Contents of articles do not necessarily represent me positions of the U.S Department of Education. Endorsement by the federal government should not be assumed. 'BEST COPY AVAILABLE From the Director Nearly four years ago, our initial issueof Early Developments dealt with quality care. Since then, communitiesand states have begun implementing higherstandards and more families have become aware of and are looking forhigher quality. Attempts to improve quality take manyforms and equally Contents diverse is the research into the natureof care and outcomes From the Director 1 for children and families. Child Development Center (FPG) keeps Targeting the Right Stuff2 Our research at the Frank Porter Graham Targeting activities directly related pace with the times, and in this issue, weoffer an update on our first issue. In an to quality improvement in child care article beginning on page 6, we focus on how our ownstateNorth Carolina Focused Use of Money, is making major changes in rating child care centers.The impact of these changes Activities Can Improve Child Care Quality 4 is examined at several levels: centers, the trainingof assessors, and state policy.. In a study discussed on page 4, FPGresearchers found that a comprehensive FPG Recent Publications5 community initiative can improve child carequality if significant funds and activities are focused on the issue. Quality wassignificantly related to the number of local Reaching for the Stars6 participated. quality improvement activities in which the child cares centers Attaining quality in child care Researchers also looked at one nationally recognized programNorth Carolina's 10 and found that assistance to child care centershelps young children come Safe Haven Smart Start The view of early child care is to school ready to succeed if the assistanceis directly related to quality improvement. changing from a "safe haven" to "developmental enhancement' This story begins on page 2. We have also analyzed the relationshipbetween state regulations and child care NCEDL NEWS in four states. In an article on page 10, researchindicates that policies set higher standards for child protection than for enhancementof development and learning. Transition Connections12 Collaboration of families & schools Analysts said, "Such regulations support the imageof child care programs being a The limited requirements Barriers14 safe haven rather than for development enhancement. Preschool teachers indicate barriers for child care personnel and for community interactionalso encourage that image. they encounter in their work from professional judgements These minimum standards departed substantially New Book Review16 about what is needed in child care settings." In a survey, described in an article beginning on page14, teachers of preschoolers report that they are able, generally, to engagein the practices they endorse. Some barriers were found: the most common were"children with behavior problems interfere" and a "lack of planning time."This article is in our special section devoted to the National Center for Early Development& Learning.6 earlydevelopments I summer 2000 25 ...,,,.. Child outcomes PIRRONE it aid to -s, V`. - child care centers is DIRECTLY RELATED to quality improvement g assistance to child care centers helps young children come to school ready to succeed if the assistance is directly related to quality improvement, according to a new study conducted by researchers at the Frank Porter Graham Center at UNC-Chapel Hill. Specifically, children who attended child care centers that participated in Smart Start activities directly related to improving quality had better cognitive and language skills when they entered kindergarten than did children from other child care centers or family child 441, ". care homes. Additionally,fewer children in the Smart Start-Direct group were rated as having behavior problems-bytheir kindergarten teachers. Smart Start is a partnership between North Carolina stategovernment and loeal leaders, Service providers, and families to better serve childrenunder six and their families. The state distributes money to county partnerships, which arenon-profit corporations established specifically for the purpose of administering Smart Startactivities. The primary goal is to ensure that all children enter schoolhealthy and prepared to succeed. This new study, which included a total of 508 children,looked at a group of children attending Smart Start centers and children attendingother child care centers or family child care homes. Within the Smart Start group,researchers identified 142 children who attended centers participating in activities directlyrelated to improving child care quality. The others in the Smart Start group attended centers with activitiesdescribed as supportive. (See sidebar.) eartydetelopments 2 summer 2000 23 Activities DIRECTLY RELATED to Improving quality Enhanced subsidies for higher child care quality Enhanced subsidies for higher teacher education License upgrades On-site technical assistance Quality improvement and facility grants TEACH (Teacher Education and Compen- sation Helps) scholarships, which provide education scholarships and support for release time for child care teachers. Teacher education scholarships Teacher salary suppleMents "Findings suggest that program change efforts need to be directly related to improv- Activities INDIRECTLY RELATED to !toroidal)quality ing the quality of child care if they are to have an effect on children's school entry CPR training skills. To affect school entry skills, the type- Developmental screenings 4 not just quantityof support is important," Director administrative training said Kelly Maxwell, lead researcher on Enrichment activities the project. Expansion and start up grants "The findings and recommendations from Health and safety assessments this study should not be construed to mean Playground safety that local partnerships should provide none Teacher substitutes of the activities listed under the indirect Transportation category," said Donna Bryant, principal Specialists investigator of the FPG-UNC Smart Start Subsidies (not tied to quality) evaluation team. Workshops "Ensuring that all teachers are certified in CPR, for instance, is important for children's health, but should not be expected to raise children's kindergarten entry skills." she said. Bryant said she thinks the local Smart Start partnerships need to pay more attention to the linkages between the activities they fund 11 and the outcomes they intend to achieve. BEST COPY AVAILABLE t;j eartydevelopments summer 2000 27 cuse use of money,activities can 1111 rovechild care quality The quality of child care, as measured bythe Early Childhood Environment Rating Scale (ECERS), at 180 child care centers in NorthCarolina was significantly higher in 1996 than 1994. The quality was significantly related tothe number of local quality improvement activities in which the child care centersparticipated. Some of the centers in this study were partof the state's Smart Start initiative; others were randomly sampled. The stategives money to county partnerships, which are established specifically for administeringSmart Start. These partnerships plan how to best meet their own community needs, improveexisting programs and design new ones. Changes in quality were related to Smart Startparticipation. Quality ratings were specifically tied to the number of Smart Startquality improvement activities in which a the center participated, the percentof full-funding allocation received by the county, and for child care. Many centers took advantage A comprehensive community proportion of Smart Start funds designated Initiative can improve child care of multiple Smart Start opportunities. of centers licensed at the higher AA level gualliy if significant hinds and Further, the rate of increase in the proportion counties than in other N.C. counties. activities are focused on the was higher in Smart Start issue, according to a study by researchers at the Frank Porter Other findings: Graham Center at UNC- Overall, only 14% of the preschool classesin 1994 were providing good quality care. Chapel KR In 1996, 25% of the preschoolclasses were providing good quality care. Money spent on child care qualityimprovement efforts was related to ECERS quality, particularly for counties that received moreSmart Start funding. Researchers cautioned that there was stillmuch room for improvement, however, with 75% of the centers stillbelow the quality threshold. NOTE. Since data were collected for thisstudy, North Carolina has directed that at least 7096 of the Smart Start partnerships' budgetsbe allocated to child care. Editor's note: The above excerpts are fromEffects of a Community Initiative on the Quality of Child Care by FPG researchers Donna M. Bryant. Kelly L.Maxwell & Margaret Burchinal. The article appeared in Early Childhood Research Quarterly, 1999,vol. 14. pages 449-464. eariydevelopments 4 summer 2000 28 RacentPublications Unthinkable thoughts. Gallagher, J. (2000). Issues in Disability & Health. Simeonsson, & McDevitt, L.N. (Eds.). (1999). Chapel Hill: University of North Carolina, Gifted Child Quarterly. 44(1), 5-12. Frank Porter Graham Child Development Center. Child care licensing regulations and child carequality in The Transition to Kindergarten. Pianta. R.C.. & Cox. M.J. four states. Gallagher, J.. Rooney. R.. &Campbell. S. (1999). (Eds). Bailey, D.B. (Series Ed.). (1999). Baltimore, MD: Early Childhood Research Quarterly. 14(3), 313-333. Brookes Publishing. Policy options for early childhood:A modelfor decision Family systems. Winton, P.J., & Winton, R.E. (2000). making. Gallagher, J. & Rooney. R. (1999).Early Education In J. Solomon (Ed.), Pediatric skills for occupational therapy and Development, 10(1), 69-83. assistants (pp. 11-22). St. Louis, MO: Mosby. Early development, temperament. andfunctional impairment Moving towards cross-cultural competence in lifelong in autism and fragile X syndrome.Bailey, D.B., Hatton, D.D., personnel development: A review of the literature. Hains, A., Mesibov, G., & Ament, N. (2000). Journalof Autism and Lynch, E., & Winton, P.J. (1999). Champaign, IL: Culturally Developmental Disabilities, (30), 557-567. and Linguistically Appropriate Service Institute. Taking the Lead: 1999 Highlights from 10 localeducation Lives in Progress: Case Stories in Early Intervention. agencies serving preschool children withdisabilities. McWilliam, P.J. (2000). Baltimore: Brookes Publishing. Weston. M. (1999). Chapel Hill: Universityof North Carolina. FPG Child Development Center. Effects of a community initiative on the quality of child care. Bryant, D., Maxwell, K., & Burchinal, M. (1999). It's only natural...to have early interventionin the environ- Early Childhood Research Quarterly, 14, 449-464. ments where it's needed.McWilliam. R. A. (1999, September). Top Notes (Alabama Early InterventionNewsletter). Quality of early childhood programs in inclusive and nonindusive settings. Buysse, V., Wesley, P. W., Bryant, D., Integrating therapies into the classroom. & Gardner, D. (1999). Exceptional Children, 65, 301-314. Scott, S. M., McWilliam, R. A., & Mayhew, L.(1999). Young Exceptional Children, 2(3), 15-24. The environment and mental retardation. Bryant, D., & Maxwell, K. (1999). International Review of Psychiatry, 11, Interpreting infant conceptual categorization.Reznick, J. S. 63-66. 56-67. (2000). Journal of Cognition and Development, 1, A review of interventions for preschoolers with aggressive Can prenatal caffeine exposure affectbehavioral inhibition? and disruptive behavior. Bryant, D., Vizzard, L. H., Reznick, J. S. (1999). Review of General Psychology,3, Willoughby, M., & Kupersmidt, J. (1999). Early Education 118-132. and Development, 10(1), 47-68. Influences on maternal attribution of infantintentionality. Qualitative analysis of Latino parents' religious interpretations Reznick, J. S. (1999). In P. D. Zelazo, J. W. Astington,& D.R. of their child's disability. Skinner, D., Rodriguez, P., & Bailey, Olson (Eds.), Developing theories of intention:Social under- D.B. (1999). Journal of Early Intervention, 22, 271-285. standing and self control (pp. 243-267). Mahwah,NJ: Lawrence Erlbaum. Educating exceptional children (9th ed.). Kirk, S., Gallagher, J., & Anastasiow, N. (2000). Boston: Houghton Mifflin. Measuring infant spatial working memory using amodified delayed-response procedure. Schwartz, B. B., &Reznick, J. S. Policy and the transition process. Gallagher, J. (1999). (1999). Memory, 7, 1-17. In R. Pianta and M. Cox (Eds.), The transition to kindergarten (pp. 351-362). Baltimore, MD: Brookes Publishing. What twins can tell us about the developmentof intelligence - a case study.Reznick, J. S., & Corley, R. (1999). Knowledge versus policy in special education. Gallagher, J. In M. Anderson (Ed.), The Developmentof intelligence (1999). In R. Gallimore, L. Bernheimer, D. MacMillan, (pp. 105-136). East Sussex, UK:Psychology Press. SI D. Speece, & S. Vaughn (Eds.), Developmental perspectives on children with high-incidence disabilities (pp. 245-261). Mahwah, NJ: Lawrence Erlbaum. BEST COPY AVAILABLE earlydevelopments 5 summer 2000 29 11,4 hasic levels previously The rated license or star system. as it's called.adds three voluntary levels of quality to the two based on a point available in North Carolina. Centers and familychild care homes can earn licenses with up to five stars and program standards. system composed of three components:staff and director education, compliance history, it does help Although the rated license does not solve allproblems associated with attaining quality in child care, parents become informed consumers who canchoose better care for their children. BEST COPYAVAILABLE 30 The new star system affects nearly 9,000 centers inNorth Carolina The assessors must reach a reliability of 85% that care for nearly a third of the state's children underfive (within one point) on each of the four environ- ment rating scales before they can conduct assessments of child care programs for infants and toddlers, preschoolers, and school-age children in centers, schools and family child care homes. After each live practice observation, the trainer and trainees compare their scores and "Next on the video is an art activity. Ready? Roll the tape." talk about discrepancies of more than one point. A group of children are playing with modeling dough at apicnic table in The accuracy and objectivity of the assessors a yard. A teacher shows how to use a thickdowel to roll the dough flat. is key to the credibility of any certification Some of the preschoolers pay attention while others smacktheir dough system. As one trainee put it, "The child care delightedly with their hands. Everyone seems to be having afine time. providers really want to know who we are, what our training is, and what level of reliability we've Those watching the tape include jive women from various areasof North been trained to. I tell them we've been trained Carolina who are beginning training on using the FamilyDay Care to 85% accuracy by the authors of the scales. Rating Scale (FDCRS) to judge the quality of a familychild care home. That seems to carry some weight." Alter a minute or two, the video stops. Cathy Riley, one of thetrainers, In addition to providing the initial training, says, "All right. Now rate the center on 'Art,'which is item 19 in your FPG trainers conduct a reliability check on each video training guide." The trainees silently grade the familychild care assessor at the sixth assessment completed with home on art. Then they discuss their rankings. Most give it afour. each scale. This check assures that assessors They discuss wbetber they could say with certainty that thechildren maintain their level of reliability. So far, 19 were offered art at least three times a week andhow creative the assessors have been hired across the state, some teacher was allowing the children to be. full time and some part time. The new system At one point, Trainer Riley says, "You rate what youobserve." affects the nearly 9,000 centers in the state that In fact, she adds, "When you first go into the familychild care home care for nearly a third of the state's children in the morning, tell the owner/operator that you will want toobserve under five. It does not change the minimum everything. And that includes preparing the food, diapering,taking standards for child care, but it does add higher children to the bathroom, naps everything." gradations in standards. The rated license or star system, as it's called, The group then re-starts the video to find out bow experts had adds three voluntary levels of quality to the two rated this home's art. They had given it a four. basic levels previously available in the state. Centers and family child care homes can earn T sing videotape taken in a child carefacility to learn how to for licenses with up to five stars based on a point I judge the quality of care is the start of intensive training system composed of three components: these North Carolina Rated License Assessors. They are partof staff and director education, compliance history, a cadre being trained to implement a newrated license adopted last year and program standards. in North Carolina. Today's training class will help these assessors After video training, trainees complete a number of live observations determine the average score on under the direction of the trainers from FPG, Lisa Waller, CathyRiley and the FDCRS rating scale used as part of the Kris Fulkerson. The overall training is directed by Thelma Harmsand program standards component for family child Debby Cryer, co-authors of the environment rating scales, whoalso care homes. The other scales are the conduct the final practice observations before certifying that trainees are Early Childhood Environment Rating Scale, ready to be official assessors for the North Carolina rated license. (continued on page 8) eariydevelopments 7 summer 2000 31. "Research at FPG shows that many parents find it difficult to tell the difference between good programs and bad programs," said Cryer. If parents can't really tell what the quality is, there's a problem with the consumer information that parents have." She said that according to one study, parents on average spend less than one minute a day in their child's program, making it difficult for State of North Carolina them to know what happens to their child Department of Health and Human Services ( Sample ) ( Sample ) Division of Child Development once they have left. Three Star Child Care License The format of the new license makes it easy to see at a glance how many of the five stars a facility has earned, because only the ABC CHILD CARE CENTER earned stars are filled in [See picture of 123 ANYWHERE ST RALEIGH, NC 27777 sample license on this page]. State officials Wad ax 01111111 CA.NO say they're hoping that parents will askwhat's In each area rated, this facility earned: Aga ftangt o -11 yews Staff Education:2 out of 5 points Caps*a Program Standards:2 out of 5 points ~MIOdie My I. MO required to fill in the rest of the stars. Compliance History:5 out of 5 points Itsserktiorc The new license has specific requirements Total:9 out of 15 points Drifts an only Chaim Ye we oft pound ihml only ID Number 92001033 for each component, designed to improve the Type of Willy:Center quality of care for children. When centers and erred QM on Pert, In lord Mad Oita ikon. rr70.r r It worm= Web Mtklo 7. Omar 110 of re Nods Corr. Gtorrai Straw re *ter rani Mir afar throb Da an ear won In* amine.. gm* 1. the homes receive their star rating from the dborr la proardr It b wrier* or *err ea nodraft wont or parr% arm re ilbe s. sdd or vIndwidAns valid only for r loarrouldno nerd atom 11* Bonndo prayer, of the Srt of rawer...I .err Worm of CNN Mr/rpm* Herr most el sinters rwrotion. licensing consultant, they also receive a Note An actual license will include original signatures of the partiesauthorized to comprehensive report on every CoMponent. SIMIONSWO 1.111 Nom 1.1r Ma ONO. The report includes written detailed feedback from the assessor who observed in their Centers and family child facility about areas of strength and areas care homes can earn licenses (continued from page 7) Infant-Toddler where improvement is needed. This detailed Ian tut to thre stars based Go Environmental Rating Scale and the report gives the child care providers a a Point system composed of School-Age Care Environment Rating Scale. blueprint for improvement. three component Whichever scale is being used, it is Getting a five star license requires centers 1. stall and director education, particularly important because it is based on and family child care homes to provide high 2. compliance history. and obiervation in classrooms. Observation with quality in many areas including: protection of 3. program standards. a valid and reliable instrumentis used to show the ongoing daily quality of care children's health and safety, organization of and education experienced by children. the caregiving space, provision of appropriate The star system, which is administeredby materials for play and learning, practice of the N.C. Division of Child Development, was positive and supportive interaction with designed to give parents a better ideaof how children, and stimulation of language and good their child care center is, as well as thinking skills through engaging activities. giving center operators clear indicators to Each child care facility will have different guide program improvement. areas of strengths and weaknesses. Some may need to make or purchase additional materi- als while others may need to seek training for their staff so that the materials they have will be put to better use. artydeeelopments 8 summer 2000 32 BEST COPY AVAILAP1 r Some may need to improve theirclassroom discipline techniques while others may need to establish betterrelationships with parents factor in getting a Although spending more is not the determining 'I good rating, the director of the N.C. Divisionof Child Development, the fact that meeting !t; Stephanie Fanjul, said the state is sensitive to TO higher standards may cost more. That's one reason that multiple stars arevoluntary A center can 'Illf I I operate with only one star, which meansminimum requirements are met Centers that had the old "A" ratingautomatically get one star The state has allocated $15 million a year so that centers canimprove This money goes to centers that already receivestate subsidies Operators can earn between $14 and $25 extra pei. subsidizedchild per month, depending on how many stars they have. In addition, millions of dollars havebeen funneled into the state's 2 Smart Start partnership system. iSee relatedstones beginning on page and page 4.1 For example, in Wake County,centers that add more stars could receive between 5% and 40% more moneyper child through Smart Start. Some critics have said thatwhile the .147:(11 five-star system is a good start, it's still weak in some areas. "We're especially lax on ratios, group size, and especially teacher education," Cryer said. "I go to centers and I realize that manystaff members lack training and some have been hired on the spot, with no reference checks." Studies show that across the US, child care providers earn an average of only $7.50 an hour or $13,125 a year. This is considered a major reason for the problem in recruiting and retaining qualified staff. Turnover in child care staff ranges from 25-50% nationally. Fanjul said she wishes the state could do more. "I wish we financed it. I wish we'd make it possible for every child to get high quality care and for everychild care teacher to be paid appropriately. We're not there yet." Although the rated license does not solve all problems associated with attaining quality in child care, it does help parents become informed consumerswho can choose better care for theirchildren. 33 BEST COPYAVAILABLE " !n .;,V.a.:1' '1?2.. child care and child development," said Robin Rooney, another researcher with the project. It appears easier, from these findings, to establish standards for child protection than for enhancement of child development, she said "This may be because there is a strong consensus about just what is requiredfor protection of safety and freedom fromabuse than about what is needed to enhance We need to make development, or it can also mean that, as a sure that Our society, we are not quite determined to use regulations child care programs to enhance child reflect that development through regulations. We can changed view: easily agree on safety standards, but we may -Jim Gallagher differ from one another on how to best help the child reach higher levels of cognitive, A study of child cant regulations in four states-California, Colorado, social, and motor development," said Rooney_ . Connecticut, and North Carolina - shouts that statepolicies generally set These findings indicate that the minimum higher standards for child protection than forenhancement of development, standards for these fourstatesdo not include according to a new study by researchers atthe Frank Porter Graham Center many standards for child development that at UNC-Chapel Hill. would be considered important by profes- "Such regulations support the image ofchild care programs as being a sionals in the field, Gallagher said. safe haven rather than for development enhancement.The limited require- "While we should be cautious in assuming ments for child care personnel and forcommunity interaction also encour- a causal relationship betweenminimal state age that image," said Jim Gallagher, oneof the researchers on the study. standards and the number of inadequate or He said, "These minimum standards departedsubstantially from profes- mediocre child care settings that we found in sional judgements about what is needed inchild care settings." from these four states (as well as some outstanding The study analyzed therulesand regulations for center-based care Programs), it seems likely that hard pressed the four states that had previously been studiedfor the national Cost, directors of child carecenterswill meet the Quality and Outcomes study. firstand thenconsider Investigators developed and applied rubrics to comparepolicies with minimum standards what else they should be doing," he said. recommended practices in the areas of structure,operations, personnel "If we do wish for a strong role for child and context. care centers to enhance development,then Researchers did a separate analysis comparingregulations for protecting some higher and more specificdevelopment the child versus regulations for enhancing childdevelopment. enhancement standards need to be written," "While we recognize that state standards representminimum require- said Gallagher. ments, it is still important to focus onwhat we consider as "minimum"for eartydevelopments 10 summer 2000 BEST COPYAVAILABLE 3.4 Researcher's recommendations enhancement Eliminate lowest standards Encourage developmental professional groups These analyses point out that "we still are One important role for and associations at the stateand federal level irea want to know monk a long way from matching child careregula- Kagan, S.L., & Cohen, N.E. (1997). would be to review periodicallythe rules and tions with what we know as quality. A strong Not by chance: Creating an early care standards for child care to assurethat they and education system for America's step in the right direction couldbe made by children. Executive summary. New thatmatch current thinking inthe field. Haven, CT: Bush Center in Child eliminating some of the lowest standards Development and Social Policy at Yale. One of the eight NationalGoals in Educa- are now considered acceptable." Love, J., Schochet, P.Z., & Mecicstrom, tion endorsed by the 50 governorsand the A.L. (1996). Are they in any real danger? The researchers said, "We shouldrecognize children should arrive What research does and doesn't tell us that policyrnakers might dilute standards to president was that "all about child care quality and children's at school ready tolearn." Gallagher said, well being. Princeton, NJ: Mathematica avoid the political ramifications ofshutting Policy Research Inc. it is clear that down non-responsive child care centers. "As we enter the 21st century National Association for the Education of we are changing ourview of early child care Young Children. (1998). NAEYC position However, state licensing agencies could statement on licensing and public from one of a safe haven to oneof develop- offer incentives for meeting higherstandards regulation of early childhood programs. need to make sure Young Children, 43-50. through increased public subsidies for mental enhancement. We that changed Child care licensing regulations and personnel preparation and by delayingthe that our regulations reflect childcare quality in four states. view." Gallagher, J., Rooney, R., & Campbell, S. time that child care providers have inmeeting (1999). Early Childhood Research Personnel requirements (higherlevel of high standards so that they can bereasonably Quarterly, 14(3), 313-333. should be made reached. For example: By the year 2004, professional preparation) we will expect directors tohave advanced explicit. Gallagher and Rooneyconducted the levels of preparation in child development research for the National Cetiterfor Early administration." Development & Learning based atUNC- More precise language Chapel Hill.fb Regulators should describe the practices they intend to promote. Expectationsfor health and safety practices were more frequently described in detail, while Content AnalysisSummary of State Regulations (Composite Rating of four states:California, Colorado, Connediartt, North Carolina) other quality practicesparticularly those related to child development ZENESSIORSINEMSCIS=CabaibliSMOMSSISEISM53 were referred to vaguely, or not atall. To link policy with quality practices,such as specific levels of personneltraining, access to stimulating materials, and positiverelation- ships with families, descriptive languageand POW examples of how that expectation mightbe 1 15 2 2i implemented are needed. Without language Pollan Incliaist Labe Rada Contained Some Menem of the trderd or or No Reference to such practices CMOs Listed krMalty to describe quality practices, 'targeted Ward POCIMMO may be assumed to be optional. GrapidcltirtrerMcCaum of state regulations is a cornpottite-: Gallagher said, "A message needs to be The above content analysis summary and North,Carolina. rating of four statesCalifornia. Colorado, Connecticut, sent through our regulationsthat we expect developed separate rubrics fordifferential For each target area, researchers enhancement:* children to have positive experiences that analysis of child protection(health and safety) and the enhance development in child care aswell of child development aspectsof the policies. - . as keeping children healthy andsafe." eadydevelopmenis II summer 2000 BEST COPY AVAILABLE 35 National Center for Early Development & Learning NCEDLNEINS are enrolled in preschool with peers with whom they will go to elementary school," Pianta said. he Kindergarten TransitionProject at the By arranging with elementary school principals National Center for Early Development &Learn- and teachers for these children to be in the same kindergarten classroom together, peer relation- A collaboration of ing has developed a school-basedapproach ships developed in preschool can be carried over families and schools designed to enhance connections among children, families, teachers and peers during into kindergarten. the transition to kindergarten. Several preschools promote family-school University of Virginia Researchers Marcia connections by providing family support services. Kraft-Sayre and Robert Pianta say these A family support worker, who is assigned to the connections can be important supports tochil- preschool and elementary school, meets regularly dren and families during this period ofchange with families in their homes, connects them to and reflect recent attempts to describe what community resources when needed, provides "ready schools" can do to ease transitions opportunities for involvement in groups to discuss shared interests and address transition ,/ (National Education Goals Panel, 1997). Activities are intended to increase familiarity issues, and works to engage families in positive with school, provide for consistent expectations relationships with school. between home and school, and make children Meetings between parents and kindergarten and families more comfortable interacting teachers before the onset of kindergarten, are with school. arranged by the teacher and family support "In addition, these relationships enable worker to help establish parent-teacher commu- kindergarten teachers to more easily, and earlier, nication. The family support worker can be a use the resources of families to supportchildren's bridge of continuity for families as their children competence in school," Kraft-Sayre said. transition to kindergarten and by accompanying them during visits to the elementary school How the program was developed when needed. Researchers collaborated with preschools, An additional connection involves linking elementary schoolS, a summer pre-kindergarten pre-kindergarten children with their anticipated program, and parents to learnabout current elementary school through opportunities for transition practices, and then cooperatively rising kindergarten children to visit their class- designed a set of activities to foster positive room in the spring before their kindergarten year. Children from four-year-old classes and from transition experiences. Regular meetings were held with teachers, special education classrooms are included, and family support workers, and principals todiscuss can visit the kindergarten classroom, tour the factors that enhanced or hindered these school, participate in recess and eat lunch in kindergarten transition activities. In addition, the cafeteria. I families were asked about their experiences Familiarizing children with their kindergarten i.:11 I . I I :1 with their children's transition to kindergarten. teacher and specific classroom activities prior to school entry, in conjunction with a number of Recommended activities other transition activities reduces uncertainty "A package of activities affecting many for the child. Finally, said Pianta, perhaps the most impor- connectionschild-teacher, family-teacher, child-peer, and othersis more likely to support tant activity to enhance kindergarten transitions a successful transition, than any oneactivity has been collaborative group meetings where alone. For example, children in one school system key players in the transition processthe t National Center for Early Develooment a teaming12 Summer 2000 36 teachers, principals, and family workers all work together. These meetings allow discussion ofproblems "Popsicle night" and solutions and build connections among Promotes transition in a tun way The following vignette exemplifies program staff. For example, preschooland the transition activities used by NCEDL goal kindergarten staff, with the mutually shared researchers in the kindergarten of having preschool peers together inkindergar- transition project: During the summer prior to the start ten, are working together to achievethis goal of kindergarten, a playground "popsicle when kindergarten placement decisions night"_was offered for the rising kinder- are made. gartners, parents, siblings and other family members. This informal, low-key Collaboration is fundamental activity enabled the children and their The researchers said collaboration among families to experience the school in a everyone involved is fundamental toboth the fun and non-demanding manner. development and implementation of a kinder- It was held from 6:30-7:30 PM, so garten transition program. that parents who worked during the day could attend. Unlike a kindergarten orientation, there was no formal agenda. Suggested family/school connections Elementary school personnel and the the Arrange a time for parents to meet with family worker joined families on the discuss preschool and kindergarten teachers to playground and answered questions. their the expectations of kindergarten and Suggested peer connections For example, one parent asked about children's specific needs. Arrange for children tointeract with future immunizations for schoOl entry. The prin- and Organize an informal dinner with parents kindergarten classmates atpreschool or cipal explained the process and offered kindergarten teachers in conjunction with outside the classroom setting, to follow up with the family. school open houses or back to school nights. The turnout for this was actually Identify a current kindergartner to serveas better than for the more formal kinder- Place children with kindergarten teachers "buddy" to a preschooler.Plan visits to the garten orientation at one of the schools. who taught their older siblings to build kindergarten classroom whenthe kindergarten Several of the children were initially upon pre-existing family-teacherbonds. "buddy" reads a story, demonstrateshow to hesitant to play and stayed close by play a game, or shows the youngerchild how Encourage families to engage their children their families, but quickly warmed up in literacy activities at home, such as to use the classroomcomputer. as their preschool friends arrived. reading together. Children were able to reconnect with Suggested program connections preschool peers, and become familiar Suggested child/school connections Arrange discussions betweenpreschool with the school playground. Provide opportunities for children to interact and kindergarten personnelabout classroom Families met other families of class- directly with their anticipated kindergarten practices and specific needsof individual mates of the children, and were able teachers by arranging visits to kindergarten children. to interact informally with schoolstaff. classrooms during story time, center time, All and all, this activity helped ease the recess, or a special school function. It you want to know more transition to school in a relaxed and Pianta. R. C., & Walsh. D. J.(1996). High-n:5k sustaining relation- Familiarize children with their kindergarten children in schools: Creating fun way. ships. New York: Routledge,Kegan-Paul. teachers by reviewing their names, showing Pianta. R.C.. & Cox. their pictures, and discussing what the The transition to kindergarten. M.J. (Eds). Bailey, D.B.(Series Ed.). (1999). kindergarten classroom will be like. Baltimore, MD: BrookesPublishing. Orient preschool children to the expectations U.S. Department of Healthand Human Services. and Families. of kindergarten, discuss the rules for learning Administration for Children. Youth Head Start Bureau. (1996).Effective transition and behaving, such as walking in a practices: Facilitating continuityTraining guide community. Aspen, CO: "kindergarten line." for the Head Start learning Systems Corporation. manorial Center tor Early Development alearning 13 Summer 2000 37 Aft.NCEDLNEWS Preschool teachers Mint national survey of 1,902 preschool teachers reveals that they are able, generally, to engaging in practices they endorse engage in the practices they endorse. Teachers were given a list of twenty-one practices and asked to rate to what extent a practice happened in their classroom and to what extent they would want the practice to occur"in a perfect world." Few discrepancies werefound between reported and ideal practices. Although teachers endorsed a variety of practices, on most items teachers said that they are able to use the practices theyendorse, according to Diane Early and Richard Clifford at UNC-Chapel Hill and Carollee Howes at UCLA who conducted the study for NCEDL. Smallest discrepancies On many items teachers reported almost no Demographic variables difference between their practices and their There were significant differences found in ideals. The four items with the smallest discrep- examining which teachers endorsed group- ancies between beliefs and practices were: centered beliefs based on the sponsorship of their center, said Early. Group-centered beliefs All children in the group have to take part are those that encourage all children to engage in all activities. in the same activities at the same time and at the Children practice skills on worksheets. same pace. It is the opposite of child-centered Children are involved in group lessons. vs. beliefs that encourage individualized activities Children spend time playing. and pacing. 4;921110r,ZWIel A24:'.:0,..k..511r-Af.:,ir.4.4K. Teachers in public schools, Head Starts, and iAl ,,,e& other non-profit centers endorse group-centered Largest discrepancies beliefs significantly less than do teachers in Teachers reported that in a perfect world, they religiously affiliated or for-profit settings, the would engage in some practices slightly more. data indicated. Additionally, teachers with more The four items with the largest discrepancies education endorse group-centered beliefs less. between beliefs and practices were: To measure group-centered beliefs, teachers We have a daily science experience. were asked a series of questions about how Children have time to be alone when often they believe certain practices would take they want it. place in a perfect world. Teachers with more We have a daily math experience. education had lower scores on the measure of group-centered beliefs. We have a daily music activity. Interestingly, teachers with larger groups endorse fewer group-centered practices, said Clifford. There was no relation between the amount of time a teacher has worked at the center and her group-centered beliefs. National Center for Early Cevelonment & teaming 14 Summer 2000 38 Conclusions and implications Early childhood teachers largely see themselves as engaging in the practices that they endorse, said Early. On average, they do not report many barriers to conducting their classes in the ways they think are best (as evidenced both by the small discrepancies between their reported practices and beliefs and by the low ratings they give to the barriers listed in the survey). Different teachers do endorse different prac- tices, especially with regard to group-centered versus child-centered practices. Although teachers uniformly agree that reading, math, science and music activities should take place daily, there is not uniform agreement with or respect to beliefs about practices like involving children in group instruction and insisting that children complete all activities. 4111, Barriers to endorsed practices - The listing below indicates the top-rated barriers toengaging in endorsed practice. Not surprisingly, all the barriers weregiven relatively low ratings. - iletC Earlier, the answers to questions about practicesand beliefs indicated that - teachers see themselves as employingthe practices they endorse. Most commonly cited barriers The survey asked teachers, "How often dothe following prevent you from teaching/caring for your group in the way you wouldin a perfect world?" lever Always 1.5 2 2.5 V.7,7-7t,' i=latm=5) 61.-=tsarixJ Children with behavior problemilirterfere. weals emxr,". Lack of planning time (2,3) -1 'TAU. ..1000SIRMOraiN0111=1. OMOIMIS 4.1;4!-.7a My group is too large (22) 4." Not------enough adults 4,4N;inane room asupouralm laeascom cool Parents do not support my ideas ...At Not enough matelt Too little pay to puchi extra effort (119 . -4-; 3" High turnover & teacher absences makeplanningclifIlcult Attention should be paid to helping teachers lget tired andirritabytkeceir:Setremorriectaboithieney. adopt knowledge and values related to child- centered practices, Early and Clifford said. Other research has indicated that child-centered practices predict the best outcomes for children. These data indicate that teachers who endorse such practices report being able to engage in them. However, teachers do not uniformly endorse child-centered practices. Changing BEST COPY AVAILABLE teachers' knowledge and values may be a key to improving practice. 39 national Center tor forty Development a learning15 Summer 2000 NCEDLNEWS Ai 6. "Families and Schools: Rights,Responsibilities, Resources, and Relationships" reviews and identifies critical issues for families and is to provide a New book examines critical ur aim in this book schools in the context of children's transition of knowl- issues in transitions comprehensive treatment of an area to school. edge that has been neglectedfor too long and is 7. "Changing Schools for ChangingFamilies" need of systematic attention....We want to help examines the nature of, and barriers to, organize and frame the debate oncritical issues parent involvement and innovations in school-based support for families. regarding the early primary educationof an 8. "Beginning School for Children at Risk" increasingly diverse group of youngchildren." reviews why the transition to school for preface of The above quote is from the children in poverty is considered important which has The Transition to Kindergarten, for scientific inquiry, education improvement series by the been published as the first in a and societal concern. National Center for EarlyDevelopment & 9. "Children with Disabilities in EarlyElementary Learning at the University ofNorth Carolina at School" looks at research and practices related to the transition to school-age services Chapel Hill. for young children with disabilities and their Editors Robert Pianta of theUniversity of families. Virginia and Martha Cox ofUNC-Chapel Hill 10. "Kindergarten Practices with Children from said, "The education of youngchildren is This book contains ten chanters Low-Income Families" discusses research on receiving an unprecedented levelof attention in low-income children and families and oresented at a national transitions bad, will be a the United States and, for good or implications for schools and classrooms. synthesis conference sponsored focus of educational reform asthe twenty-first 11. "Research on the Transition toKindergarten" byNCEOL An additionalfive century begins. Understandingand influencing examines how research design and methodol- were written after the base chanters the transition from home toschool, from child ogy constrain the current knowledge conference. and reflect the on transitions. care to school, andfrom early childhood to 12. "Personnel Preparation and the Transition discussions and deliberations elementary programs will likelybe a focus of a to Kindergarten" suggests a rethinkingof of the synthesis groans. the policy, research, great deal of attention in the preparation of teachers and other staff 416 pages Brookes Publishing Co., Baltimore,MD and practice communities." serving children and their families. 13. "The Practice of Effective Transition" Chapter subjects offers recommendations and rationales 1. "An Ecological Approach toKindergarten for practices for those involved in children's Transition" provides a conceptualmodel transition into kindergarten. for looking at transitions. 14. "Policy and the Transition Process"discusses 2. "Early Schooling andSocial Stratification" specific issues with policy implications and looks at how early schoolexperiences provide advances a set of principles for analyzing advantages for some childrenand disadvan- policy related to transitions. tages for others that thenreinforce the 15. "The Changing Nature of theTransition sorting of individuals into thehierarchical to Schoor_suggests significanttrends for the layers characteristic of societies. next decade in relation toshifting-demogra- 3. "Assessing Readiness"examines the national phy, education of young children in public "ready for school" goal andother key issues schools, and the changing nature offamilies regarding readiness. and schools. ;--4 4. "Promoting EducationEquity and Excellence in Kindergarten" looks at demographictrends and educational experiencesby groups of children from differentbackgrounds and different kindergarten programsthey attend. 5. "Diverse Perspectives onKindergarten Contexts and Practices" focuses onresearch related to teachers' practicesin kindergarten classrooms. BESTCOPYAVAILABLE fationat Center tar Early OeveIonment g Lemma11Summer 2000 g NAOMI NO ionfacrNapcy at(219) 962etr2 1 f. "'or e%all:, 44 --- [email protected]. n,7:"."4 , , 'leas weal om MOD Oss - ,oc--" ColoptraTr.... broetaar - FMItter, Garamona, Impact PoorafICil. *O.^OP& Roland opaque, 701b.Text. 4 43'1' PhoeniXmotion,limar...res. 1001b.Text-Cove mr wee 41 BEST COPYAVAILABLE Non-Profit Ord. U.S., Postage,,- Paid Permit Chapel Hill, NE Campus Box 8185, UNC-CH Chapel Hill, NC 27599-8185 Frank Porter Graham Child Development Center BEST COPY AVAILABLE 42- Frank Porter GrahamChild Development Center 44'. ,r x 1" (4, r,:',, i; t . .,4'. ;, '.,;,;;.{ 4 't--. / . I ' -,,,XI'v-,. ''., < " fa< Whiter 2000Volume 4, Number 3 -' "t:::'k;t" -4---,;, .;, --i,,,..zir,, ra. 47 " ,,.:4, I ' ''.., --- -,-"-r ,,,,2 "i"':-, r '!-41 I I xt. 514j. < - a < "...14," 10:1"-!;<, 45 , . 44,1 .."41 T COPY AVAILABLE . WOO I Vokime 4 Number 3 ;upervising Editors `'0;.' 7 . - tia Buysse, Pam Winton 71"T' ' - "Ai-1,4";7;,,,, Loyd Little Graphic Design Turner McCollum Circulation Jay Hargrove Photography Don Trull - . - Editorial Offices 1 Greensboro Street Suite 206 :arrboro, NC 27510 -. -.11111 Arww.fpg.unc.edu www.ncedl.org 11, S. I- - e T COP t_ Our Core Values THE MISSION of the Frank Porter Graham Child Development Centeris to cultivate and share the knowledge necessary to enhance child developmentand family well being. To accomplish this mission, we hold five central values: 1. All children have a right to a safe, healthy, and developmentally stimulating childhood. 2. Research is our primary mechanism for developing theknowledge to enhance child development and family well being. 3. Improving practices and policies are essential components of ourwork. 4. A high standard of integrity is the benchmark of our work. 5. A collegial. diverse. and supportive environment is essential to achieving our mission. Earlier this year, we concluded the first phase of a major strategic planningeffort for FPG. Among the outcomes of that planning was a statement of our corevalues. shown above in shortened form. Another outcome of this planning was the crafting of a vision statementfor the center's outreach mission. Here is a synopsis of that vision: We make our work accessible to the public, professions, the university and each other. We provide technical assistance and teaching in our areas of expertise to the public, professions, the university and each other. We commit time to the public, professions, the university and the center. We seek input from constituents, use this information to shape our work when we can. and respond to constituents' needs when possible. We evaluate our outreach efforts. In this issue of Early Developments, we highlight projects that showthe relationships between research and our outreach vision. Of course, outreach has been part of the center's history since it began in 1966. Over the years, many projects have had outreach components, providingtechnical assistance, model programs. materials for the field, and so forth. Many of these outreach efforts have been the work of one investigator or a group of investigators linked via a project. Today, we begin a more holistic approach to outreach. How can we as a center better serve the needs of the field and the public? What broader partnerships can be created to help meet our outreach efforts? How can technology enhance our outreach mission? How can the center as a whole better support our investigators in outreach work? Inside this issue. you will find not only some our latest research, but also projects that are good examples of how we are fulfilling our outreach vision. led I early developments 1 I Winter 2000 Improving OutreachTaking outreach to the next level of excellence MANY PEOPLE THINK of FPG as primarily a research center. cases. Often the expert really did not have the needed information. Certainly research is at the heart of our mission. One of our core And when he or she did, that information might not have been values is to conduct the best research possible to develop the conveyed in a way that was acceptable or useful to clients. knowledge that we need to enhance child development and family So TADS took a new approach, with several key components. well being. A needs assessment was essential to any outreach endeavor, with But knowledge alone is not enough. Research organizations that needs preferably being identified by the project staff themselves. focus on issues of fundamental human concern, such as the well A plan followed, agreed upon by both the project and the technical being of children and families, have a responsibility to share that assistance coordinator. Then it became the responsibility of both the knowledge with others in order to improve practice. We also have local project and the TA project to locate the expertise or resources a responsibility to learn from practitioners and parents sothat our necessary to meet the identified needs. research efforts can be better informed. This process has worked so well that the project has been contin- Terms such as "outreach," "consultation," "technical assistance," uously funded for 28 years. Now known as NECTAS (the National or just plain "TA" have become so much a part of the jargonand Early Childhood Technical Assistance System), this project provides history at Frank Porter Graham that we often assume that everyone technical assistance to all 50 states and territories in implementing knows exactly what we are talking about. By these terms we refer to federal legislation for young children with disabilities. the processes by which our center helps individuals and organizations Since then we have had many other examples of outreach efforts. learn new information, improve practice, comply with regulations, Our child care program has served as a demonstration for high quality or accomplish goals. child care practices, and thousands of visitors and student trainees Fortunately, outreach became a core feature of the center's activity have visited or trained in the center since 1966. early in its history. In 1968, the Bureau of Education for the Handi- A wide range of curriculum and assessment materials has been capped (now the Office of Special Education Programs in the U.S. developed for use by teachers and program administrators. We have Department of Education) began to create a national network of developed case study materials to help professionals deal with com- projects designed to demonstrate how early intervention services plex situations in uncertain environments. could be provided for infants and preschoolers with disabilities. We help university faculty change the ways they teach and the As these projects emerged, it became apparent that many needed content of their coursework. For example, we recently received a help in different aspects of their work. Some needed assistance with grant from the U.S. Department of Education to help university pro- curriculum development, others with evaluation, and others with grams around the nation better prepare professionals to work with public awareness. As a result, in 1972 FPG was awarded a grant infants with vision impairments or blindness. for TADS. the Technical Assistance Development System. under the A parent leadership development project helps parents of children direction of Dr. David Lillie. The mission of TADS was to provide with disabilities gain the skills and confidence to take on leadership support and assistance to these projects (130 at the time, now more roles at the state and local level. than 700) in whatever aspect of help was needed. Our publications and dissemination office helps with the visual This was quite a challenge. How can one organization possibly design side of dissemination, including the graphic design of print have the expertise to help any project with any need) In hindsight, materials and slides. In recent years, the center has created a popular however, this project set the stage for a new vision of outreach, one web site and has launched this national magazine, Early Developments. that still influences our work today. All of this work has been important and we hope helpful to the field. The old view of outreach assumes that there is an EXPERT who However, almost all of this work thus far has relied on individual knows the answer to lots of important questions. The EXPERT'S job initiatives by center investigators. is to make sure that people who need this information (the CLIENTS) Last year we began to think more broadly. We began by creating of individuals get it and use it. a strategic planning group that was primarily comprised Unfortunately, the expert model didn't work very well in many outside the center. This group was positive about our outreach efforts, 46 early developments 2 2000 by Don Bailey but recommended that we consider establish- ing a central outreach office and to identify, as a center, what are the most important outreach needs of the field. With funding from the Z. Smith Reynolds Foundation, we have created a new position, director of outreach. We want the outreach director to look outside-the center and examine the needs of the field, see who our potential audiences are, and analyze the various ways in which we could expand our outreach efforts. One issue facing the new outreach director will be how to provide enduring support for the center's outreach activities. Most of our projects are time-limited in their funding or designed for specific audiences. Once funding ends, we often don't have the resources to continue. We want the out- reach director to help find ways to continue to support outreach efforts beyond the funding periods of specific projects. This will require working with our newly established development office in fund-raising related to outreach. A recent report on the state of early child- hood teaching says that even if we did not generate any new knowledge about children over the next decade, we would have a full agenda in just getting current knowledge to be applied in making policies and implementing programs. Research and outreach are both essential functions of a center such as FPG. We are committed to expanding our outreach role and making it even more responsive to the needs of the field over the next 10 years. I id (see page 7 for more about outreach at FPG) 47 early developments 3 Illilotar 20011 Committing Time to thePublic and Professions "SCIENCE IS AN IDEAL BASE TO RECOGNIZE AND CULTIVATE POTENTIAL BECAUSE THROUGH HANDS-ON ACTIVITIES CHILDREN CAN DEMONSTRATE THEIR THINKING AND PROBLEM- SOLVING ABILITIES AND IT PROVIDES A HIGH-INTEREST Mary Ruth Coleman BASE TO INTEGRATE READING, 4'4'7'AtIATH;:WRMNGAND THE ARTS. SHE SETS ASIDE A DAY A WEEK FOR OUTREACH SCIENCE IS IDEALLY SUITED FOR She's president of The Association of the Gifted OBSERVING POTENTIALBECAUSE (a division of the Council for Exceptional Children). IS. NOT HEAVILY. DEPENDENT' She's on the editoriaVreview boards of five national ON EARLY LANGUAGE trade journals:-She's on three national committees. EXPERIENCES." She meets from time to time with staff members of congressional legislators to discuss pending - MARY RUTH COLEMAN educational issues. Her research includes directing .A1111111,.. a science-based model for recognizing and_ nuturing K-2 students with hidden potential in poor and diverse communities. While the time that Mary Ruth Coleman commits to the public and the professions (it adds up to more than a day a week) may be unusually high for a researcher at the Frank Porter Graham Center, it is by no means rare. Much of Coleman's national work involves teachers who work with gifted children and with children with exceptional learning needs. For example, she's on the Knowledge and Skills Committee that sets the professional standards used by the National Council for Accreditation of Teacher Education and the Interstate New Teacher Assessment and Support Consortium to review and accredit institutes of higher education that prepare teachers to work with children with exceptionalities. Another committee that she's on is revising the standards for gifted education. And she's on the National Association for the Gifted Legislative Committee. She said, "This year has been really exciting because for the first time ever, we have federal legislation addressing, identifying and serving gifted and talented students." Her commitment to helping others is reflected in her research. One of her projects is U-STARS (Using Science Talents and Abilities to Recognize Students). "The search for hidden talent has become one of the most important educational objectives in the last decade. The limited number of children from economically disadvantaged and culturally diverse families found in programs for gifted students across the nation is proof that there is something seriously amiss in the identification and nurturing of exceptional talent," she said. early developments 4 I it dx 2000 BEST COPYAVAILABLE 4S "MUCH OF WHAT WE THINK OF NOW AS STANDARD ACCEPTABLE SYSTEMS OF SERVICES, PRACTICES, AND EXPECTATIONSFOR ACCOMPLISHMENT IN Jim Gallagher SPECIAL EDUCATION AND EDUCATION OF THE GIFTED HAVE THEIR ORIGIN IN RESEARCH, LEADERSHIP, AND ADVOCACY BY JAMES GALLAGHER." - CITATION FROM THE WALKER AWARD OVER THE YEARS, one of the most visible FPG researchers has been James Gallagher, who also directed the center for a decade. Recently he received the Razor Walker Award for service from the Watson School of Education at UNC-Wilmington. The Walker Award is considered one of the of the gifted have their origin in research, leader- assistance and training to states and local projects, state's most prestigious and unique service awards. ship, and advocacy by James Gallagher." he led efforts to adopt and implement policy and It is presented to "those who have, through In the 1960s, he was the first director of the- service initiatives at the national, state and personal commitment and tenacity, made a then Bureau of Education for the Handicapped and local levels." significant impact on the lives of our young deputy assistant secretary for planning, research Gallagher recently received a "paper of the year" people." The awards are so named to honor and evaluation in the US Office of Education. award from the Gifted Child Quarterly published by individuals who have "walked the razor's edge" The citation said that he "helped to establish a the National Association of Gifted Children, by taking risks to benefit children and youth in NC. national agenda to grant special educational rights Washington, DC. He is also on a national advisory The citation for Gallagher reads, in part, "Much to gifted children and individuals with disabilities. committee that is examining educational opportuni- of what we think of now as standard acceptable With a three-pronged approach working directly ties for gifted and talented youth in the US. systems of services, practices, and expectations for with federal agencies and providing technical accomplishment in special education and education early developments 5 1 Illbner 2000 BEST COPYAVAILABLE 44 :A THE INVITATION TO BE ON NATIONAL BOARDS COMES BECAUSE THEY WANT MY PROFESSIONAL EXPERTISE AND HELP WITH THEIR WORK. IF IT'S A GRANT-FUNDED EFFORT, IT HELPS THEM (AND IT HELPS US) TO WORK TOGETHER, SHARING Pain Winton KNOWLEDGE IN THE SAME AREAS OF INTEREST BUT REFLECTING PAM WINTON SERVES on three local boards, five DIFFERENT EXPERIENCES state boards and 12 national committees, councils, AND APPROACHES.' or boards related to her areas of interest, which PAM WINTON are personnel preparation in early childhood intervention, family-professional collaboration and disability/inclusion. She saidr:The invitation to be on national boards comes because they want my professional expertise and help with their work. If in a grant- funded effort, it helps them (and it helps us) to work together, sharing knowledge in the same areas of interest but reflecting different experiences and approaches." Winton said that her membership on several of the local and state boards came about "because of relationships in the community around advocacy. These new joint ventures are valuable exchanges for both sides," she said. She organized and chairs the Constituents Advisory Board for the National Center for Early Development & Learning at FPG. "As FPG moves into our new outreach mode whereby we invite more constituents to advise us, it is important to recognize the reciprocal nature of these relationships," she said. About the many presentations she makes and other programs she participates in annually, Winton said, "I view these as part of my responsibilities to the field. Many of the invitations are from people with whom I have worked. I feel it is part of the dissemination and follow-up work associated with grants that fund my position." 181 I If you want to know more USTARS www.fpg.unc.edu/-USTARS NCATE www.ncate.org INTASC: Constituents Advisory Board at NCEDL www.fpg.unc.edu/-ncedI /PAGES /constit.html BEST COPY AVAILABLE early developments 6 I Wider 2000 5Q Outreach Publications and Projects at Frank Porter Graham For more information on any of the publications shown on this page, please contact us at www.pubs @mail.fpg.unc.edu IOeQtriir NEW SCRIPTS is one in a series of projects aimed at producing long-lasting Partnerships and meaningful changes in university for Inclusion training programs. Core values of the (PFI) provides a variety of technical project include commitments to building assistance activities to NC com- on existing personnel resources and munities to develop and improve expertise, interprofessional participation, inclusive services to young children family-centered, and team-based with disabilities and their families. ecological approaches that include Early Developments (magazine) All Together Now (magazine) Services include training, product administrators, faculty, families and Target Audience: Administrators, Target Audience: NC Early Childhood Educators, Policymakers, development, referral and resource Educators, Interventionists, and Familiespractitioners in personnel development. Researchers, Practitioners linking, and consultation to local NEW SCRIPTS has expanded the model agencies. developed in early projects by focusing Last year, PFI held 162 events with on diversity and community college about 4,000 parents and professional participation. NECTAS participants across North Carolina. Training ranged from bilingual child The largest outreach project at FPG is development workshops to on-site the National Early Childhood Technical consultation. Assistance System (NECTAS), which provides responsive technical assistance to programs supported under the Individuals with Disabilities Education Act (IDEA). These include programs designed for infants and toddlers with disabilities (Part C of IDEA) and for Selected Early Intervention preschoolers with disabilities (Section Veining Materials (Resource Guide) 619-Part B of IDEA) in all states and Target Audience: Legislators, participating jurisdictions. Administrators, Funding Agencies Smart Start (brochure) Last year, NECTAS delivered 7,500 Target Audience: Administrators, client-centered services. The NECTAS Professionals, Faculty, Families DID' CARE consortium includes Zero to Three, the RIO1N13 SCAB! National Association of State Directors EARLY CHILDHOOD of Special Education, Georgetown ENVECEDIENT R001110 ISCALE ENewsletter (on the web) University Child Development Center, 11111111111111111 MIIIM1110 C44 Target Audience: Administrators, the Federation for Children with 4.4fttt Media, Policymakers, Professionals Special Needs, and the Center on Spotlights (research summaries) ANNErn ONO Morel., Disability Studies at the University of Target Audience: Administrators, Hawaii at Manoa. Educators, Policymakers, Professionals Press releases ECERS-R, FDCRS (assessment scales) Target Audience:Public Target Audience: Evaluators, Adminis- trators, Consultants, Child Care Providers BEST COPY AVAILABLE early developments 71 Whiter 2000 54 Bridging the Gap betweenTheory and Practice the CMI atives from early childhood special education, How would you handle these? Don Bailey, director of FPG. said project is an "excellent exampleof one of our early childhood education, social work, A home-based interventionist arrives at an projects that offers much more toinstructors psychology, nursing, and the allied health inner-city apartment and discovers that the than just information. It's a wayof helping professions. After the training, ongoing young mother she was supposed to visit is people make the kinds of complicated support helps instructors incorporate CMI into out and has left her baby in the care of a decisions they face every day. forwhich there their own training of early interventionists. 6-year-old girl. are no easy answers." Plus, a follow-up session is held about six An early interventionist is shocked when CMI trainees are taught to sortthrough the months later. the mother of a 12- month -old with anenceph- facts of a situation. identity the issues or "Our long-range plan," explained aly announces that they have decided to problems. analyze various factorscontributing McWilliam, "is that project-trained instructors institutionalize the baby and forfeit parental to the problems. and to usesound judgment will teach other instructors in their home state custody. in deciding upon a course ofaction. During about CMI and we will provide supports for What should these interventionists do next? discussions, the instructor creates an atmo- their teaching." sphere of suspended judgment. encourages She and co-director Pat Snyder of Louisiana the State University Health Sciences Center, who ANALYZING AND DISCUSSING dilemmas independent problem-solving and keeps involved have worked together in promoting and based on real life situations can be a powerfuldiscussion going without becoming evaluating the case method for nearly a bridge between theory and practice. and this in the actual problem-solving. decade now, conduct all of the project's is what the Case Method of Instruction (CMI) INSTRUCTORS workshops. is all about. -IT'S VERY REWARDING TO WORK WITH "It's important to know theory, facts and AND TO WATCH THEM TAKE THE RISK OFTRYING OUT THIS VERY DIFFERENT METHOD OFTEACHING. skills, but only insofar as someone can use One of the case stories on the CMI vrebsfte THEM those in problem-solving and decision-making ITS EVEN MORE REWARDING TO HEAR FROM PARTICIPATED IN Pink Slip (abridged) when confronted with real-life situations. A FEW MONTHS AFTER THEY HAVE METHOD "What is it about children's biting that said Pf. Mc William, co-director of the THE WORKSHOP AND HAVE TRIED THE 'BECAUSE pushes people's buttons so?" wonders Stacy, CMI-Outreach Project at FPG. WITH THEIR OWN STUDENTS OR TRAINEES. TO TRULY as she contemplates the current situation in In CMI. trainees are presented with narra- IT IS ONLY THEN THAT INSTRUCTORS COME CMI.- her classroom of rwo-year-olds. One of the tive descriptions of situations that practitioners UNDERSTAND THE IMPORTANT BENEFITS OF toddlers in her class. Carly, started biting the are likely to encounter. These case stories other children about two months ago. At one present a dilemma from the point of view of - RESEARCHER P.1. MCWILUAM point, Stacy had thought the problem was a practitioner or group of practi-tioners and. resolved but. then. Carly started biting again. in the end. the situation is left unresolved. And yesterday, Carly bit the wrong child- Just like real life, the situations are compli- Michael. Michael's mother was outraged. cated with many factors contributing to the She blames Stacy for not protecting her son dilemma. There's no one obvious solution but, from Carly's assaults and now she is out for rather. several alternative ones. blood. She has told Stacy that Carly should be In disseminating their work. the CAI! project According to McWilliam. -CMI requires of dismissed from the child care and has team has gone beyond the expectations of its instructional skills and a philosophy threatened to sue C.arly's parents if she ever funding agencies to create a web site that teaching that are quite differentfrom tradi- of this. bites Michael again. Michael's mother isn't the includes more than two dozen case story tional methods of teaching." Because three-day only parent who feels this way. Another narratives as well as role-plays and team the project provides intensive mother has also voiced her concerns to Stacy simulation activities. The web site also offers workshops for university faculty as well as educa- and suggested that Carly be dismissed. tools for incorporating these stories into individuals responsible for inservice Stacy thinks the parents are overreacting teaching and other aids such as general tion. Georgia. and doesn't feel as though it's right that she. teaching tips for using CMI. Also. McV(Illiain Instructors in Louisiana. Kenruck-y. have alone. be held respon-sible. After all. wasn't has this year published Lives in Progress: Case Iowa. Delaware. and West Virginia she already doing everything she could to Stories in Early Intervention with an accompa-already attended workshops or will do so over stop Carly's biting? It just wasn't easy. C.arly's nying instructor's manual. the coming year. Instructors include represent- early deveiooments 8 IMO 2000 52 A' . . 11ol..11 FURY 10 goor.` ' UMW - 111 UN. 10 =Tr Synopses of several case stories Prilr biting was simply too quick and too unpre- .011 www.aulprolectavt dictable to prevent it from happening Jack and Jilland Sam? Sam's mother. desperate for summerchild completely. results in death before two. Elizabeth has care, enrolled him atJack and Jill Child Care developmental delays and has spent Each case story has a series of questions to Center without explaining the extentof his severe kick-start discussions. For example. here are much of her short life in the hospital. The case special needs. His persistentmisbehavior was several of the more advanced discussion infuriating to the staff, and seriousconsider- describes a visit that therapist Linda Cummings makes the day before Elizabeth is due for questions about the "Pink Slip" story: ation was being given todismissing him from the story. Stacy asks herself why it is that another surgery. Linda is made aware that In the program. This story describesthe efforts parents react more emotionally tochildren's Carla's feelings about the child are not of .a consultant. Monica, to assistthe child care biting than to other forms of aggression. Is necessarily shared by her husband, Bill. This staff and support Sam's inclusionin this less- this true? If so. how would you answer her than-perfect integrated setting. case also touches upon the sometimes- question inevitable effects of the professionals' personal lives on their work with children and families Not only are other parents complaining. Supermom some are also suggesting that Carly be Wilson Jordan is a 10-month-oldwho has and vice versa.lel l dismissed from the child care. Is this a fair Down syndrome. With theexception of request? Could Stacy have done anything frequent ear infections and amild heart differently to avoid having the situation defect.Wilson is doing quite well.Wilson's escalate to this point? mother. Ellen Jordan.concernsthe early than Wilson The story includes a brief description of intervention professional more making one incident involving Carly's biting.What himself. Ellen seems so intent on to If you want to know more clues does this incident have to offer about Wilson -normal- that she doesn't appear the Down 1111 the reasons for Carly's biting? enjoy the little boy behind CM web site: PROJECT syndrome. Ellen knows everythingthere is to www.cmiproject.net What additional or alternative strategies. know about Down syndromeand all that goes if any. does Stacy have for handling Carly's with it. She has therapists coming totheir McWilliam, P.J. (2000). Instructor's guide for Jives in biting? Which of these would you choose home as often as possible and now,she is progress. Baltimore, MD: Paul H. Brookes, and why? weight control. talking about cosmetic surgery, McWilliam, P.J. (2000). Lives in progress: Case stories in Is there anything that Stacy could do to and computers. early intervention. Baltimore, MD: Paul H. Brookes. defuse the situation involving the parents of other children in the classroom? Close to Home Snyder. P, & McWilliam, P. J. (1999). Evaluating the often seemed like To what extent should Carly's mother be The last few months have efficacy of case method instruction: Findings from and Carla Johnson. Their preservice training in family-centered care. involved in developing and implementing a nightmare for Bill five-month-old daughter. Elizabeth. wasborn Journal of Early Intervention, 22, 114-125. plans to stop Carly's biting? with a chromosomal abnormalitythat usually early developments 9 ! W111112000 BEST COPYAVAILABLE $J htm constituents enr12 isadership Parents Take theLe ,.Development. Pr "ABSOLUTELY! WHY WOULD YOU MAKE POLICIES WITHOUT CONSULTING THE PEOPLE WHO ARE MOST AFFECTED BY IT? THAT JUST DOESN'T SEEM VERY LOGICAL!" - TAMMY ARNOLD PLD PROJECT PARTICIPANT AN EARLY CHILDHOOD TEACHER in Pembroke. Ncsaid, "I j-oined the parent leadership program because I felt this type of information would be of value for me to share with service providers as well aswith students." Parents of a child with disabilities inKings Mountain, NC. said, "We wanted to do more than what we had been doing, and we wanted to learn how to help others, too.". A woman who lives in Marion,NC, said. "I thought this would be a goodopportunity to learn new ways to help mebe a more effective voice in the community." These are the voices of some ofthose taking part in one of the newest projects at the Frank Porter Graham ChildDevelopment Center (FPG) and one that is creating amodel to increase family involvementand empower- ment in early childhood arenas.The Parent Leadership Development Project (PLD)offers training and support to parents who want to develop their leadership skills. Manywill go on to assume a varietyof advocacy and .47 advisory roles with state and local agencies and organizations in North Carolina. The project builds on a growing bodyof research showing the benefits of involving parents and other family membersin all aspects of planning, delivering,and evaluat- ing early education and interventionservices. "Developing strong parent-professional BEST COPY AVAILABLE alliances is a critical first step in improving the quality and cultural responsivenessof services to children and families."explained FPG Researcher Pat Wesley, co-principal investigator of PLD. FPG Director Don Bailey said, "This is one of our projects in which seeking inputfrom constituents is more than just a byword:it is critical to the investigators' work. Our project staff interview parents about their leadership ideas and work with them to make sure the early developments 10 Pruner 2000 "DEVELOPING STRONG PARENT- New study shows challenges PROFESSIONAL ALLIANCES IS A of parental involvement CRITICAL FIRST STEP IN IMPROVING Smart Start provides children under age six access THE QUALITY AND CULTURAL to high-quality and affordable childcare, health care RESPONSIVENESS OF SERVICES and other family services. A new study reveals the TO CHILDREN AND FAMILIES." challenge of involving parents in Smart Start board decision-making. Smart Start is a public-private - RESEARCHER PAT WESLEY initiative to help North Carolina children enter school healthy and ready to succeed. Among the study findings were these The "interested public" views parents as important and qualified to make decisions about how Smart Start money is spent. but not involved and not having influence training they receive through the project compared to other stakeholder groups. meets their needs.- PLD has recruited '2 parents and other Challenges to parent involvement, cited by local family members of children with disabilities Smart Start administrators, include: interested in working with professionals to Recruiting and retaining parents on local boards improve services to children and families. Defining the role of parents on boards These parents are receiving intensive training. including follow-up activities to develop Three major factors affect how meaningfully communication, collaboration, and presenta- parents are involved in board activities: tion skills while they learn about the early structure, logistics, and climate. In terms care and intervention systems. Project of climate, a prominent theme in survey participants represent diversity of culture. interviews was that some parents on boards language, family constellations (single parents. feel intimidated. teenage parents. foster parents. grandparents) and socioeconomic resources. Boards are actively addressing some of these Parents will then be linked to institutions factors; however, factors such as dimate are of higher learning and organizations and not defined in the same way by everyone. agencies that provide early education. early intervention. and family support services. These factors (structure, logistics and climate) Tammy Arnold. who lives in Marion and are more likely to be described as impediments has two children with disabilities. said that Features of the PLD model rather than supports, which validates the fact although she was already involved in A series of leadership retreats for parents that parent involvement on boards is a major community activities. she wanted to know focusing on information about early care challenge. even more. So she signed up for the parent and intervention systems to increase parent leadership project. One of the particularly_ leadership skills Smart Start boards identified as being successful useful aspects of the training, she said. is ininvolving parents on boards are that it is especially for parents. Most of the Follow-upactivities with parents as they things I had previously been involved in were implement action plans to expand their - sensitive to power and icjuity issues and directed at professionals. but parents were partnerships with professionals embed such considerations in all board invited. It was really nice to have something activities, according to boardmembers. specifically designed for parents." Production of a Parent Leadership Directory, Tammy is the community resource coordi- a Facilitator's Guide to Parent Leadership - make board decision via -4 consensus nator for a family resource program in Marion. Development, and a videotape about parent decision-making process versus a more It is staffed by employees of the Family Infant leadership roles formal and structured majority rule and Preschool Program (FIPP). "FIPP is the (e.g., Robert's Rules of Order). lead agency for providing the early interven- Support to professionalorganizations, programs, tion in the area. but our resource program is and agencies across North Carolina as they - acknowledge that meaningfullyinvolving for ALL families.- address their goals to increase parent parents on boards is a continual struggle. representationand involvement A comprehensive program evaluation and This study is funded by the National Center for Early Development & Learning, also based (Story continued on page 121 dissemination of findings to a wide audience at the University of North Carolina at Chapel Hill. - . BEST COPY AVAILABLE 5 5 early developments 11 IN& 2000 Charles and Lucy Plyler of Kings Mountain [continued from page 11) joined the Parent Leadership project and praised the training: "The course was set up in a way that gave us a chance to use what we werelearning as we were learning it." Even before their training was complete the Plylers became key figures in starting a parent council in the school that their daughter attends. Don Bailey said that another center under "FAMIUES SHOULD BE FPG's wings -the National Center for Early CONSIDERED ESSENTIAL Development & Learning - has used a strong ADVISORS IN PUBUC POUCY, and active constituents advisory board for more RESEARCH, PERSONNEL than four years. "This board, whose members PREPARATION, AND include parents. professionals, teachers & PROGRAM DEVELOPMENT, administrators, gives us excellent feedback about =1. AS WELL AS PARTNERS our outreach products, and also offersopinions IN ALL ASPECTS OF to our investigators even as they beginplanning THEIR CHILDREN'S CARE a research project. This kind ofinteractive, AND EDUCATION." responsible, and educated input from constituents is one of our most valuable resources. RESEARCHER VIRGINIA BUYSSE Why involve families? Families are in the best position to judge how services are delivered and the extent to which services address their priorities and concerns. Families offer authentic experiences and fresh insights about their children, and may identify problems or inconsistencies in early care and intervention systems with which professionals have been accustomed. Family stories and perspectives help pro- fessionals make the connection between theory and practice. Families of young children with disabilities of barriers, Tammy said she thinks there should be committees, there are a number constantly are required to adapt, to find more family involvement in publicpolicy, according to Virginia Buysse. solutions among resources that are some- research, and program development. Logistical problems such as lackof times limited, and thus, their observations Gwen Locklear. another program partici- transportation or difficulty in makingchild and ideas can be powerful tools for pant, works with child care providersin care arrangementsand balancing family improving the quality of services. Robeson County and is also a part-time early needs Families of young children envision an ideal childhood instructor at Robeson Community Administrative constraints system of early care and intervention services College. She said, "Ail of the (FPG1 training differently than professionals, and their view Lack of money for parent reimbursement that I have attended has been very informa- is not limited by bureaucratic tradition. tive, user-friendly, and productive." Parents' lack of knowledge or experience She said, "I think that collaboration is a with leadership roles This Project is funded for three years by the US Department of Education, Office of Special Education Programs, with additional must in the child care industry with parents Limited opportunities and support for as advocates for quality child care. Ihope funding from the divisions of Women's and Children% Health and parents in these positions Early Intervention, NC Department of Health and HumanServices. 10111 more parents of children with disabilitieswill full get involved and voice their concernsabout Inadequate representation of the participate in issues that affect their child." spectrum of families who If you want to know more Locklear is also coordinator of the Robeson early intervention. Capone, A., Hull, K., & DiVenere, N. (1997). Parent- County Wage Enhancement Project, a salary professional partnerships in preservice and inservice Our assumption is that mostearly inter- education. In P. Winton, I. McCollum, & C.Catlett (Eds.), supplement project for child care providers Reforming personnel preparation in early intervention. understand the in the county who increase their educational vention professionals already Baltimore, MD: Paul Brookes. families. Winton, P. (1996). Family-professional partnershipsand background. importance of collaborating with this integrated services. In R. McWilliam. (Ed.), Rethinking pull- Although many professionals recognize but lack effective strategies for putting out services in early intervention: Aprofessional resource. Baltimore, MD: Paul Brookes. the value of having families as consultants. philosophy into practice," explained advisors, and members of boards and Pat Wesley. BEST COPYMAILABLE early developments12 1 niter 2011 56 Recent Publications by Researchers at The Frank Porter Graham Child Development Center The beginnings of federal help The consistency and predictability Relating quality of center-based for young children with disabilities. of teacher-child relationships during child care to early cognitive and Gallagher, J. (2000). Topics in Early the transition to kindergarten. language development longitudi- Childhood Special Education, 20(1),3-6. Howes, C., Phillipsen, L., & Peisner- nally. Burchinal, M. R., Roberts, J. E., Feinberg, E. (2000). Journal of School Riggins, R., Zeisel, S. A., Neebe, E., & Behavior and autonomic nervous Psychology, 38, 113-132. Bryant, D. (2000). Child Development, system function assessed via heart 71, 339-357. activity measures: The case of Early childhood intervention hyperarousal in boys with fragile x personnel preparation: Backward Resources within reason: Materials syndrome. Boccia, M.L. & Robert, J.E. mapping for future planning. that support families as leaders. (2000). Behavior Research Methods, Winton, P. (2000). Topics in Early Child- Catlett, C. & Winton, P. (2000). Young Instrument and Computers (32), 5-10. hood Special Education, 20(2), 87-94. Exceptional Children,3(2),28. Children's social and cognitive The Federal role in early interven- State and jurisdictional eligibility development and child care quality: tion: Prospects for the future. definitions for infants and toddlers Testing for differential associations Bailey, D. (2000). Topics in Early Child- with disabilities under IDEA. related to poverty, gender, or hood Special Education, 20(2), 71-78. Shackelford, J. (Analyzes states' Part C ethnicity. Burchinal, M. R., Peisner- definitions of developmental delay, Feinberg, E., Bryant, D., & Clifford, R. Observed engagement as an indi- established conditions, and biological (2000). Applied Developmental Science, cator of child care program quality. and environmental risk categories. 4, 149-165. Ridley, S. M., McWilliam, R. A., & A chart lists definitions and identifies Oates, C. S. (2000). Early Education states serving at-risk children.) Computer-assisted integration and Development, 11, 133-146. Notes #5 rev. [The full text of this of physiological and behavioral resource also is available on-line at measures. Boccia, M.L. & Robert, J.E. Programs for young children www.nectas.unc.eduipubs/pdfs/ (2000). In Thompson, Felce & Symons, with disabilities under IDEA. nnotes5.pdf 1 (2000). Chapel Hill: (Eds.). Behavioral observation: (A compilation of excerpts from the University of North Carolina, NECTAS. Innovations in technology and Twenty-first Annual Report to Congress applications in developmental on the Implementation of the disabilities (pp.83-97). Baltimore: Individuals with Disabilities Education Paul H. Brookes Publishing. Act by the U.S. Department of Education that focus on IDEA programs Conditions of teaching students under Part C and Section 619 of Part B. with exceptionalities: A technical' Narrative reports and data tables are AVAILABIE report for CEC. Coleman, M.R. (2000). presented.) (2000). Chapel Hill: BEST COPY Council for Exceptional Children: University of North Carolina, NECTAS. Reston, VA. 57 early developmentstr 13 Winter 2000 Going the ExtraMilemaking research work accessible PRACTICES in the PARTICIPANTS IN MCWILUAM'S AFTER STUDYING INTERVENTION Carolina. investigators Here are some of the study findings STUDY INCLUDED SPECIAL EDUCAT- early elementary grades in North help families. ORS, REGULAR EDUCATORS, at FPG have created checklists to 1. Family-centered practices FAMILIES OF CHILDREN WITH professionals. school administrators and teachers. three DISABILITIES, AND FAMILIES OF "Our School Practices Project looked at - Families report less communicationoccurring than integrated and TYPICALLY DEVELOPING CHILDREN specific areas: family-centered practices. do school personnel. and develop- IN KINDERGARTEN THROUGH THIRD coordinated services and individualized - All four groups (specialeducators, regular educators, Robin McWilliam. GRADE FROM 93 SCHOOLS ACROSS mentally appropriate practices," said families of children with disabilities, and families of Project of NORTH CAROLINA. A TOTAL OF 93 principal investigator of the School Practices children without disabilities) thought ideally that Research Institute. SPECIAL EDUCATORS, 72 REGULAR the Early Childhood Follow-Through families and school personnel should work together good practices were EDUCATORS, I I I THERAPISTS "As lists of barriers to implementing more than they currently do. practical that (SPEECH LANGUAGE, developed, we saw a need for something the checklists." OCCUPATIONAL, AND PHYSICAL could be easily understood. That led to These lists are designed for use byfamilies, school THERAPISTS), 89 FAMILIES OF 2. Integrated and coordinated services with children CHILDREN WITH DISABIUTIES, personnel. and professionals who work checklist is - Regular educators, specialeducators and therapists AND 56 FAMILIES OF TYPICALLY with disabilities and their families. Each of the agreed on their descriptions of current practices, DEVELOPING CHILDREN FROM focused on a particular area. For example. one Planning: Family reporting that services are moderately collaborative ELEMENTARY SCHOOLS WERE lists is "Family-Centered Intervention (average scores were around 3 on a 5-point scale). INVOLVED. Preparation." "This research team did more than just presentdata - Special educators,regular educators and therapists and analysis from their study; they wentthe extra mile thought ideally that school professionals should to help constituents. Theyprepared the information in collaborate and communicate more than they a highly readable formatand made it readily available currently do. created to by posting it on our website. Checklists were - Of the three disciplinessurveyed, special educators help families, professionals and schoolpersonnel begin had the highest ideals for how school personnel to lower some of the barriers to morequality services," should work together. said Mark \Volerv. director of the EarlyChildhood Follow-Through Research Institute at FPG. TheSchool of projects under Practices Project is one of a number 3. Individualized and developmentally the institute. appropriate practices such as this ROBIN MCWILUAM FPG Director Don Bailey said work overall mission. Regular education teachers and teacher assistants PRINCIPAL INVESTIGATOR helps the center fulfill one aspect of its work be access- thought ideally that classroom practices should be SCHOOL PRACTICES PROJECT "A value held by this center is that our more individualized and developmentallyappropriate ible to the public and the professions.One critical than they currently are. aspect of this is that the workalso be readily under- standable and available." Participants in McWilliam's studyincluded special educators. regular educators, families ofchildren with disabilities, and families of typically developingchildren McWilliam said. "Solutions to these kinds of in kindergarten through third gradefrom 93 schools problems are complex, of course. Participants in the In across North Carolina. A totalof 93 special educators. study cited barriers and made recommendations. 72 regular educators, III therapists(speech-language, addition to that, we broke out a few easy things that occupational, and physical therapists). 89families of could be done." children with disabilities. and 56 familiesof typically He said that although this study involvedNorth developing children from elementary schools were Carolina schools and reflects the regional natureof involved. early developments 14 1119Mer 2000 58 School Practices Project Homepage www.fpg.unc.edid-schoolpractices Brief description of checklists Getting Your Foot in the Door: Strategies for Promoting Collaboration Concrete ideas to promote more collabor- ative relationships between school pro- fessionals serving the same child. Collaborative Consultation Meetings the schools and services, checklists could still be A sample checklist "Working Well With Families" A guide to joint problem-solving meetings. used as general guidelines for other regions. (Use this checklist to facilitate positive relationships Reading thechecklist itemscan help Checklists such as these created by the School Prac- among school personnel and families.) prepare educators for these meetings. tices Project are some of dozens of productsproduced When working with families, do you Completing the checklist after a meeting annually by_FPG for many types of users. When our can provide useful feedback about how investigators plan dissemination they develop different O 1.Treat families with the same respect you participants promoted collaborative products for different constituents," said Bailey. "For show friends?. consultation during the meeting. example. it would not be unusual for data from a O 2. Ask families if they are happy with how things study to be presented traditionally through an are going at school? Family-Centered intervention Planning: academic journal. but then also as one of our one- O 3.Listen to and acknowledge each person's Routines-Based Interview page Spotlights aimed at administratorsand then concerns? A guide to help school professionals perhaps included in an article in All Together Now, a through interviews withfamilies and O 4. Ask what you can do to help address FPG magazine that goes to upwards of 20,000 people teachers and help identify strengths these concerns? involved in early intervention and education in North and needs of children within the home O 5.Put yourself in the family's shoes? Carolina." and school activities. O 6.Use dear, simple words? In addition, he said, dissemination through the public media, such as press conferences, is often used O 7.Give families choices about as many things Family-Centered Intervention Planning: when data warrant it. An example is the national as possible? Interviewing Tips release of information last fall from the Carolina O 8. Communicate frequently with families? Useful "dos and don'ts" for leading a Abecedarian Study, one of the longest-running studies family-centered planning meeting and O 9.Tell families the good things about their child of its kind. A key finding from that study is that early keeping everyone focused on the task (not just the bad)? childhood education significantly improves the at hand. O 10. Refrain from complaining to the families? scholastic success and educational attainments of poor children even into early adulthood, according to O 11. Ask for families' input before making Family-Centered Intervention Planning: decisions that affect them (e.g., assigning Investigator Frances Campbell. Family Preparation homework that requires their help)? One research project at FPG sends its findings to To help prepare families for family-centered targeted constituents via an email-delivered newsletter. O 12. Invite families to be involved in school-wide intervention planning meetings. decision making? Other partners in the School Practices Project are the University of Kentucky and the Orelena Hawks O 13. Support families' decisions about their child? Family-Centered Intervention Planning: Puckett Institute in North Carolina.lad! O 14. Look for and support the things that parents Staff Preparation do well? To help prepare teachers for family- centered intervention planning meetings. O 15. Ask families to tell you about their child's strengths and needs? (This may be particularly How to Recognize a Quality Classroom useful at the beginning of the school year.) An observationscale which emphasizes O 16. Show an interest in the whole family, not If you want to know more individualized and developmentally just the child? School Practices Project www.fpg.unc.edtd-schoolpractices appropriate practices for use in kindergar- O 17. Respond to messages within a day? McWilliam, R.A. (Ed.). (1996). Rethinking pull-out services ten through third-grade general education in early intervention: A professional resource. Baltimore, MD: O 18. Thank the person for talking with you? Paul H. Brookes. classrooms that include children with O 19. Follow through with your assigned/ Bailey, D.B., & Winton, P.J. (1997). Family-centered care: special needs. The revolution continues. Exceptional Parent 27, 16-29. volunteered tasks? McWilliam, R.A., Young, HI, & Harville, K. (1996). Therapy services in early intervention: Current status, barriers, and Working Well With Families O 20. Convey to families a positive attitude recommendations. Topics in Early Special Education, Use this checklist to facilitate positive about the parents? 16, 348-374. relationships among school personnel and families. BEST COPY AVAILABLE early developments15 Mr 2000 ".; 50 available NCEDLNEWS Directory of early childhoodteacher prep programs THE IMPORTANCE OF TEACHER EDUCATION AS A KEY FACTOR IN HIGH-OUAUTY EARLY CHILD- HOOD PROGRAMMING HAS_ BEEN WELL DOCUMENTED. STATE AND FEDERAL PROGRAMS ARE of institutions that offer programsfor early childhood teachers A NEW NATIONAL DIRECTORY SLOWLY STRENGTHENING THEIR Development & Learning ( NCEDL), based at National Center For Early STAND-ARDS FOR STAFF. HEAD has been published by the , lanlowel Carrisory af Council for Professional Recognition(CDA), INally Chilhescl the University of North Carolinaat Chapel Hill, and the nonher Prappoon START HAS MANDATED THAT 50 of a ImIlluglona Washington, DC. The data forthe directory was gathered as part :...... ,...... --. a nonprofit agency in PERCENT OF TEACHING STAFF collaboration between NCEDL and CDA. NCEDL. This is the first such national survey conducted by MUST HAVE AN ASSOCIATE'S Institutions, which contains Childhood Teacher Preparation DEGREE BY 2003. THE DIREC- The National Directory of Early I--.T.=..-- four-year colleges, is available online at the CDA web site TORY IS IMPORTANT BECAUSE IT listings for nearly 1,400 two- and Www.cdacouncil.org and in printfrom CDA. PROVIDES A WAY FOR EARLY alphabetically by state/jurisdiction,and then alphabetically by city. The directory is organized - CHILDHOOD TEACHERS TO number, a contact person, email of the school, address, phone Sample listing from LOCATE COLLEGES ANO Each listing contains the name North Carolina state section (i.e. infant/toddler, preschool, early childhood specialty area ALBEMARLE UNNERSITIES TO GET address if provided), and the been compiled also forinstitutions in Guam, Puerto Rico Stanly Community College THEIR DEGREES. school-age, etc.). Information has EARLY CHILDHOOD and the Virgin Islands. 141 COLLEGE DRIVE Recognition, said, "There has been ALBEMARLE, NC 28001 Carol Brunson Day, directorof the Council for Professional - PAM WINTON children. At least 42 states have Contact: SARAH L. POTTER attention to the needs of young Title: PROGRAM HEAD a major increase in government interest in initiative underway, and schoolsare showing an increasing Contact number: 704. 982-0121x3I4 some sort of early childhood teacher preparation programs are ECE program: 1 AND 2-YEAR serving children prior to kindergartenentry. Early childhood ECE Coursework: role in ensuring that the strongerstandards for early childhood INFANT TODDLER playing an increasingly important workforce, able to serve ALL youngchildren." teachers translate into a morecompetent, confident Sample listing from CDA training ana distance- California state section She said that the directory aisoidentifies institutions offering develop their curriculum Santa Ana learning programs. Institutions thatoffer a CDA training program Santa Ana College participation or endorsement. HUMAN DEVELOPMENT independent of the-council's 1530 WEST 17TH STREET to study in these programsshould ensure that the training Day said that individuals choosing SANTA ANA, CA 93706 requirements stated in the ChildDevelopment Associate Assessment System Contact: meets the educational GWEN MORGAN-BEAZELL and Competency Standardsbook. Title: CHAIR Contact number: Survey of Sample Programs 714-564-6000x6810 chairs was also made of asample of the early childhood teacher Email Address: A phone survey of program who directed the survey, said ECE program: 2-YEAR preparation programs. Pam Wintonand Diane Early of NCEDL, ECE Coursework: include these: INFANT-TODDLER highlights of the survey findings PRESCHOOL bachelor's programs are mostlikely to teach in kindergarten and Students graduating from SCHOOL-AGE from associate's degree programs aremost likely to work DISABILITIES elementary settings, and students FAMILY CHILD CARE with infants, toddlers, andpreschoolers. DISTANCE LEARNING PROGRAM programs offering associate'sdegrees (57 percent) than there There are more early childhood If you want to know more are offering bachelor'sdegrees (40 percent.) The directory may be accessed at www.cdacouncil.org whatever the degree, includespreparing future teachers to The mission of most programs, For information about buying early interventionists. and providing and preschoolers, preparing printed copies which are S8 work with infants. toadlers, each, call 1-800-424-4310. childhood workforce. Ma I training to the existing early National Center for Early Development & Learning: www.ncedi.org 161WiMar 2000 NM National Center for Early Development & Laming BEST COPYAVAILABLE a '17 s.. IOW." 021911111Pettr Winter 2000 I Volume 4 Numbe 3 Postal Address Send change of address to: Jay Hargrove Campus Box 8185, UNC-CH Chapel Hill, NC 27599-8185 Periodicals postage paid S at Chapel Hill, NC Subscription information contact Jay Hargrove at (919) 966-0888 or email: hargroveemail.fpg.unceclu Visit us online - www.fpg.uncedu Early Developments is published three times a year by the Frank Porter Graham Child Development Center at The University of North Carolina at Chapel Hill. It is funded in part by The University of-North Carolina at Chapel Hill and in part by PR/Award Number R307A60004, administered by the Office of Educational Research and Improvement, National Inititute on Early Childhood Development and 4 Education, US Department of 4.-atl Education. Contents of articles do not necessarily represent the positions of the U.S. Department of Education. Endorsement by the federal . government should not be assumed. - I I h l-- , 1 8500 copies printed at a cost of 50.76 cop. 4. 61 BEST COPYAVAILABLE ARV Non-Profit Org U.S. Postage Paid Permit 177 Chapel Hill, NC Frank Porter Graham Child Development Center BEST COPY AVAILABLE U.S. Department of Education Office ofEducational Research and Improvement (OERI) National Library of Education (NLE) ERIC Educational Resources Information Center (ERIC) NOTICE Reproduction Basis This document is covered by a signed "ReproductionRelease (Blanket)" form (on file within the ERIC system),encompassing all or classes of documentsfrom its source organization and, therefore, does not require a "Specific Document" Release form. This document is Federally-funded, or carries its ownpermission to reproduce, or is otherwise in the public domain and,therefore, may be reproduced by ERIC without a signed ReproductionRelease form (either "Specific Document" or "Blanket"). EFF-089 (3/2000) PSocQ ct14