Measuring the Quality of Caregiver-Child Interactions for Infants and Toddlers (Q-CCIIT) 

1/30/2015

This report provides an overview of the Quality of Caregiver-Child Interactions for Infants and Toddlers (QCCIIT) observation tool, which was designed to measure the quality of caregiver-child interactions in child care settings serving infants and toddlers. The tool can be used across different types of settings and measures caregiver support for infant/toddler social-emotional development, cognitive development, language and literacy development, as well as areas of concern (negative caregiving behaviors).This report provides a detailed explanation of the tool itself, as well as its development and its psychometric properties. The authors provide an overview of the conceptual framework that formed the basis of the development of the tool. They then describe the dimensions that the tool measures. They provide information about the development, administration, scoring, and potential uses of the QCCIIT (e.g. professional development, evaluation, and research), as well as observation methods, interpretation and use of results. The end of the report focuses on the psychometric field test, including reliability and validity findings.

Source: Office of Planning, Research & Evaluation, Administration for Children and Families

Available at: http://www.acf.hhs.gov/programs/opre/resource/measuring-the-quality-of-caregiver-child-interactions-for-infants-and-toddlers-q-cciit

Reducing Suspension and Expulsion Practices in Early Childhood Settings

12/17/2014

Recent data indicate that expulsions and suspensions regularly occur in preschool settings. This is a problematic issue given the well-established research indicating that these practices can influence a number of adverse outcomes across development, health, and education. In addition, stark racial and gender disparities exist in these practices, with young boys of color being suspended and expelled at much higher rates than other children in early learning programs. These trends warrant immediate attention from the early childhood and education fields. The U.S. Departments of Health and Human Services and Education issued a policy statement and recommendations to assist states and public and private early childhood programs in partnering to prevent and severely limit expulsions and suspensions in early learning settings.

Source: Administration for Children and Families

Available at: http://www.acf.hhs.gov/programs/ecd/child-health-development/reducing-suspension-and-expulsion-practices

Front Porch Series: Archive – Head Start

5/20/2013

Research about early childhood adverse experiences and early brain development have highlighted the importance of promoting key executive functioning skills—such as memory and attention—to improve children’s outcomes. In this presentation, Dr. Morrison described definitions and development of executive function, as well as how adults can support children within early learning environments.

via Front Porch Series: Archive – Head Start.

Designing Environments

This in-service suite provides an overview of features of the physical and social classroom environment that maximize young children’s engagement and learning.

Source: Early Childhood Learning and Knowledge Center

Available at: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/center/practice/ISS/design.html

25 Easy Ideas for Nature Play for Early Childhood Centers – Head Start

Great nature play doesnt require elaborate and expensive play spaces! Even a limited outdoor area can be affordably enhanced for nature play, using common materials and plants to create a young childs heaven that is chock-full of small-scale wonders and magical discoveries. Try the suggestions in this brochure, and then add your own ideas over time! 25 Easy Ideas for Nature Play for Early Childhood Centers»

Source: Early Childhood Learning and Knowledge Center

Available at: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/nature-based-learning/Learn%20and%20Play%20in%20Nature/25-easy-ideas.htm

Estrategias para apoyar a todos los niños que aprenden en dos idiomas

  • Crear un ambiente acogedor en el salón de clase, el cual refleje los antecedentes de los niños. Tenga presentes imágenes, afiches, juguetes y libros que demuestren los diversos idiomas y las culturas de los niños de una forma auténtica y respetuosa.
  • Pedir que las familias compartan continuamente información acerca de los intereses de sus hijos y haga uso de esa información en las actividades del salón y de currículo.
  • Proporcionar oportunidades para las familias y los miembros de la comunidad a compartir en su lenguaje nativo historias e información con los maestros, el personal y los niños.
  • Llevar a cabo la política de lenguaje de su programa, para apoyar en los niños el desarrollo continuo del lenguaje del hogar y para facilitar el aprendizaje del inglés.
  • Proporcionar oportunidades a los maestros y al personal para que adquieran conocimientos acerca del desarrollo del primer y segundo idioma, así como de las prácticas que responden a las necesidades culturales y lingüísticas de los niños.
  • Recordarse que los niños que aprenden en dos idiomas son individuos particulares; no hay una sola estrategia que funcione para todos los casos. Para personalizar los servicios, ponga en práctica en el salón de clase la información que recopile de las familias y de sus observaciones de los niños. Se debe utilizar las estrategias a largo plazo y de acuerdo con la política de lenguaje que tiene el programa.

Source: Early Childhood Learning and Knowledge Center

Available at: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/docs/01-19-12%20dll-stra-sp.pdf

Evaluación sobre el espacio de juego en el preescolar – Head Start

La evaluación de Head Start Body Start sobre el espacio de juego se ha concebido para ayudar a que Head Start y otros educadores de la primera infancia evalúen la calidad de los espacios de juego al aire libre para los niños de 3 a 5 años. Este instrumento ayuda a identificar las fortalezas y necesidades de un espacio de juego que ya existe, y sirve de base para establecer  prioridades y planear mejoras. Los directores, gerentes y educadores también pueden utilizarlo para diseñar un espacio de juegos nuevo. La evaluación se divide en 11 categorías basadas en la investigación.

Source: Early Childhood Learning and Knowledge Center

Available at: http://eclkc.ohs.acf.hhs.gov/hslc/Espanol/EECD/Espacios%20naturales%20para%20jugar/Evaluacinsobre.htm

Una infancia en el huerto – Head Start

Un día de primavera, temprano por la mañana, el familiar ruido de un tractor interrumpe el murmullo de la clase. Los niños voltean la cabeza, y enseguida se aglomeran en las ventanas. “Es el granjero John”, gritan a coro en cuanto lo ven. Podemos salir y ver lo que está haciendo?”. Una infancia en el huerto» [PDF, 698KB]

Source: Early Childhood Learning and Knowledge Center

Available at: http://eclkc.ohs.acf.hhs.gov/hslc/Espanol/EECD/Espacios%20naturales%20para%20jugar/Unainfanciaene.htm

Affordable Settings and Elements: Ideas for Cost Effective Solutions – Head Start

From tree logs to gardens, programs may use easy-to-find materials to naturalize and enhance children’s outdoor play spaces. The following article offers Head Start directors and teachers cost-effective solutions for enriching children’s play environments.

Source: Early Childhood Learning and Knowledge Center

Available at: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/nature-based-learning/Create%20and%20Naturalize%20a%20Play%20Space/AffordableSettin.htm

Online Technical Assistance and Training for Play Area Accessibility

Welcome to the Online Training on the Play Area Accessibility Guidelines.

This online training is brought to you by the United States Architectural and Transportation Barriers Compliance Board (Access Board) to provide training for designers and operators in using the accessibility guidelines for play areas. Additionally, this training can be a resource for parents, teachers, and others interested in play area accessibility.

Source: U.S. Access Board

Available at: http://www.access-board.gov/play/course/section1/1-1.htm