1. CE 101 Introduction to Early Childhood Education and Curriculum Planning Unit 6 Seminar

2. Unit 6 Overview This unit explains the importance of early intervention. We'll explore factors that contribute to the effectiveness of early learning programs and how necessary these programs are. When students are at risk at an early age, they can be affected by this in the future. You'll learn how to provide an environment that supports these students and their families and gives them the chance to succeed. 2

3. Learning Objectives After completing this unit, you will be able to: Explain the importance of early intervention Identify ways to assist students and their families Explain how Head Start benefits at-risk students 3

4. Starting Questions Who do you think should be responsible for providing food and medical care for children? What elements do you think should be part of the optimal home, school, and community environments for children?

5. Who is at risk? 5 Families and children living in communities in adverse conditions. These adverse conditions can include unemployment, poverty, and poor access to services. Children with special needs or disabilities (Follari, 2007, p. 128).

6. Needs of At-risk Families 6 Early childhood professionals can serve the needs of the families of our at-risk students. Early intervention refers to a comprehensive program for young children living in conditions with one or more risks for later problems in school A term used to refer to programs for children who are living in conditions that include one or more risk factors for possible future school or life problems (p.131).

7. Research indicates… 1.Do no harm. 2.Prevention is best, but when a child needs help, intervene quickly and intensively. 3.Promote the healthy development and learning of every child of every age, every demographic description, and every risk category. Kidsource (2009)

8. Effects of Abuse and Neglect on a child’s brain Studied over 1000 abused and neglected children 20 children in under-stimulating environments had 20-30% smaller brains than children their age Over half of these smaller brains appeared to have wasted away Jumpstart Tulsa (n.d.)

9. Early Intervention Programs The overarching goals of early intervention programs are to provide developmentally appropriate, stimulating, individualized learning experiences that foster social and literacy skills and comprehensive health services for families and children living in poverty or with disabilities.

10. Research Support Through widespread research, risk factors for later school and social problems have been identified:  Living in poverty  Single-parent household  Teenage mother  Low parent education level  Parent unemployment  Low birth weight  Disability

11. Influences Social equality movement  Equal opportunities for all races  Increased opportunities for women  Increased accessibility of quality programs for lower SES children Brain Development Research  Critical periods in early childhood  Rich, stimulating, early experiences lay foundation for later healthy development

12. Support at Government Level Recognizing the need to empower lower-SES families in order to maintain global competitiveness, President Johnson developed War on Poverty initiatives (funding) Project Head Start began in 1965  Preschool program and health services for families qualified as low-income (federal poverty guidelines)

13. Project Head Start Comprehensive program  Preschool program, half or full day  Nutrition component  Developmental screenings Health, cognitive development, mental health  Health services provided or coordinated Medical, dental, mental health  Parent and community involvement key Home visits promote family communication

14. Program Details Objectives and guidelines are broad, to allow for maximum community integration Annual funding tops $6.87 billion Serving over 908,400 children annually (2008) Expanded to include children with disabilities in 1972 Expanded again to include birth to 3-year-olds in 1995

15. Broad Mission In addition to preschool and wellness services for children, Head Start programs also seek to support and work with the community Parents are strongly encouraged to participate:  In classrooms  On advisory boards  Home visits

16. Program Standards Qualified, trained teaching staff Developmentally-based program Socialization, social skill-building Balance of teacher-directed instruction and child-initiated play Daily authentic literacy experiences Hands-on exploration of materials and experiences

17. Effectiveness Ongoing research studies report that while children enter Head Start significantly behind more affluent peers, the gap is reduced through program participation Participation also positively impacted social development and behavior Early Head Start research also indicates positive effects in family relationships and early social development

18. Current Trends In an ongoing effort to improve child outcomes and ensure family success, Head Start has implemented some new goals :  Increasing numbers of teachers holding both 2- year and ultimately 4-year degrees  Increasing accountability through national testing and student outcome reporting

19. Reflection Questions What are some factors that contribute to brain development in young children? How can we contribute to the healthy development of these children? As early childhood professionals, how can we serve the needs of the families of our at-risk students? How does Head Start impact the lives of the children and their families they serve? What strategies could incorporate in our early childhood programs?

20. Unit 6 Project Create a Parent Involvement Plan in response to the following scenario:  Imagine you are working with one and two year olds in a child care center. The majority of the children’s parents work two jobs and have a difficult time participating in the center's activities. Whenever the center plans an event, your parental involvement is lower than desired. The center has tried to increase parental involvement – through such methods as calling to remind parents and sending home notices – but is not having any luck. 20

21. Unit 6 Project Paragraph 1 Your first paragraph should be an opening statement (something that will entice readers to want to read more – I suggest rewriting the scenario in your own words for this portion). Paragraph 2 In paragraph two you will identify what the issue is – (why are parents not attending evening or weekend meetings – if you work in the field, share your real life experience, if you do not, share why you suppose parents do not attend) 21

22. Unit 6 Project Paragraph 3  In paragraph three, you will discuss your beliefs about why parents are not involved in school activities. Remember that paragraphs should be a minimum of 3-5 sentences. Paragraph 4  In paragraph four, you will share a conclusion and offer suggestions to increase parent involvement. Don’t forget to run the spell and grammar check.

23. Unit 6 Project Paragraph 5  In paragraph five, you will create a parent involvement plan for your center. Imagine this piece being included in your employee and parent handbook. Paragraph 6  Your final paragraph should summarize the importance of parental involvement. The rubric is looking to see if you supported your thoughts and words with citations, this would be a great place to add a citation if you have not done so already.

24. Considerations for Projects Provide a title page and references page Use APA Quick Reference Guide under Course Home Menu of course Use your textbook Use the rubric in the syllabus for a guideline.

25. In-text Citation For example:  Meeting the developmental domains is a role of the early childhood professional (Follari, 2011).  According to Follari (2011), meeting the developmental domains is a role of the early childhood professional.  Follari (2011) stated, “meeting the developmental domains is a role of the early childhood professional” (p. 233).

26. Weekly Reminders Complete Readings Browse Web Resource Respond to Discussion Questions Interact with Classmates Attend Seminar or complete Seminar option Complete Learning Activities Complete Graded Review E-mail questions, concerns, etc.

27. Closing thought! “A hundred years from now it will not matter what my bank account was, the sort of house I lived in, or the kind of car I drove.... but the world maybe different because I was important in the life of a child.“ Kathy Davis

28. Thank you! Thank you for joining me! It has been a pleasure share with you again this evening! If you ever need anything… email me!

29. References Follari, L. (2010). Foundations and best practices in early childhood education: History, theories, and approaches to learning. Boston: Pearson. Jupiter Images Corporation, (2010). Clipart.com. Retrieved May 10, 2010 from http://www.clipart.com http://www.clipart.com

30. References Jumpstart Tulsa (n.d.) http://jumpstarttulsa.com/brain_developm ent.htm Kidsource (2009). http://www.kidsource.com/kidsource/cont ent4/brain.development.html