Tag Archives: Relationship-Building

Family and Provider/Teacher Relationship Quality Measurement – Webinar for Administrators and Policymakers

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Monday, September 8, 2014 1:30 PM – 2:30 PM EDT

Webinar Registration

Westat and Child Trends are hosting webinars on the Family and Provider/Teacher Relationship Quality FPTRQ Measurement Development project, which has developed measures of provider/teacher practices that facilitate a positive family and provider or teacher relationships. This webinar is for state and local administrators and policymakers.

Webinar attendees will learn about:

  • The FPTRQ project;
  • FPTRQ’s conceptual model of family and provider/teacher relationships;
  • The development of the FPTRQ surveys;
  • A review of the psychometric properties of the FPTRQ constructs and subscales; and
  • How to administer, score, and use the surveys.

Source: Westat and Child Trends

Available at: https://www1.gotomeeting.com/register/596330144

Early Essentials: A Six-Part Orientation Series 

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Welcome to Early Essentials! The Early Head Start National Resource Center is pleased to present this six-webisode orientation series. These webisodes offer key messages and helpful resources to get staff started with services to the youngest children and their families. They include interviews with experts and strategies and tips from veteran staff. Quick Start Guides provide links to more information.

Webisode Topics and Air Dates

Explore upcoming topics and mark your calendars!

Early Essentials will air the first Wednesday of each month beginning Sept. 3, 2014.

  • Components of Quality: Sept. 3, 2014
  • Building Relationships: Oct. 1, 2014
  • Expectant Families: Nov. 5, 2014
  • The First Three Years: Dec. 3, 2014
  • School Readiness for Infants and Toddlers: Jan. 7, 2015
  • Self-Care and Professionalism: Feb. 4, 2015

Watch this short video to learn more about Early Essentials: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/comp/program-design/early-essentials.html  

Stay Connected with #EarlyEssentials

During and after the webisodes, we encourage you to share your thoughts and comments on Twitter! Use #EarlyEssentials to participate in the chat.

Who Should Watch?

Use these materials on your own or in orientations and trainings with staff. They are great for new staff and those looking for a refresher. This series will benefit an array of audience members, including: direct service staff who are new to work with expectant families and infants, toddlers, and their families; staff who want a refresher on important messages in their work; and managers designing orientations or staff trainings.

Questions?

You may send your questions to ehsnrcinfo@zerotothree.org or call toll-free 1-877-434-7672. Sign up to receive information and resources about Early Head Start.

Source: Early Head Start National Resource Center and the Early Childhood Learning and Knowledge Center

Available at: https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/comp/program-design/early-essentials.html

Improving Head Start Teachers’ Ability to Promote Children’s Social-emotional Development

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3/24/2014

By Ann C. Rivera, Ph.D., Social Science Research Analyst, Office of Planning, Research and Evaluation

In one academic year, teachers in 104 Head Start centers and 307 classrooms across the country increased their use of evidence-based practices in support of children’s social-emotional development. These improvements in teacher practice resulted from the large-scale implementation of three preschool enhancements tested as part of the Head Start CARES (Classroom-based Approaches and Resources for Emotion and Social skill promotion) Demonstration.

A new report evaluates the extent to which the demonstration successfully scaled-up the three program enhancements: The Incredible Years Teacher Training Program (IY), Preschool PATHS (PATHS), and Tools of the Mind – Play (TOOLS).

Each enhancement improved the specific teacher practices that it emphasized:

  • IY improved teachers’ classroom management climate
  • PATHS bolstered teachers’ social and emotional instruction
  • TOOLS increased teachers’ support of interactions and play

Each of the enhancements used a similar model of professional development — teacher training, curriculum-focused coaching, and related supports — to support teachers in delivering the enhancements as intended.

For additional information on the demonstration’s implementation and the teacher practice findings, visit the resources of ACF’s Office of Planning, Research and Evaluation and the contractor for this project, MDRC.

Source: Administration for Children and Families

Available at: http://www.acf.hhs.gov/blog/2014/03/improving-head-start-teachers-ability-to-promote-childrens-social-emotional-development

Improving Access to Prekindergarten for Children of Immigrants

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3/19/2014

Outreach

Children of immigrants can benefit from attending prekindergarten, though they enroll less, on average, than children with US-born parents. This fact sheet focuses on outreach strategies to support prekindergarten enrollment for children of immigrants — specifically those for identifying immigrant families, promoting programs, and sustaining outreach. It is one of three factsheets, all summarizing findings from Supporting Immigrant Families’ Access to Prekindergarten. This detailed report draws on interviews conducted with more than 40 prekindergarten directors and staff, directors of early childhood education programs, and other specialists to present strategies for improving prekindergarten enrollment among immigrant families and English Language Learners.

Available at: http://www.urban.org/publications/413064.html

Enrollment Strategies

Children of immigrants can benefit from attending prekindergarten, though they enroll less, on average, than children with US-born parents. This fact sheet focuses on outreach strategies to support prekindergarten enrollment for children of immigrants — specifically those for identifying immigrant families, promoting programs, and sustaining outreach. It is one of three factsheets, all summarizing findings from Supporting Immigrant Families’ Access to Prekindergarten. This detailed report draws on interviews conducted with more than 40 prekindergarten directors and staff, directors of early childhood education programs, and other specialists to present strategies for improving prekindergarten enrollment among immigrant families and English Language Learners.

Source: http://www.urban.org/publications/413065.html

Building Relationships

Children of immigrants can benefit from attending prekindergarten, though they enroll less, on average, than children with US-born parents. This fact sheet focuses on outreach strategies to support prekindergarten enrollment for children of immigrants — specifically those for identifying immigrant families, promoting programs, and sustaining outreach. It is one of three factsheets, all summarizing findings from Supporting Immigrant Families’ Access to Prekindergarten. This detailed report draws on interviews conducted with more than 40 prekindergarten directors and staff, directors of early childhood education programs, and other specialists to present strategies for improving prekindergarten enrollment among immigrant families and English Language Learners.

Available at: http://www.urban.org/publications/413066.html

Source: Urban Institute