1 Father Involvement and Early Child Development Addressing Achievement Gaps Symposium The Family: America's Smallest School Educational Testing Service October 18, 2010 Dr. Vivian L. Gadsden Director, National Center on Fathers and Families & William T. Carter Professor of Child Development and Education University of Pennsylvania For more information, visit:
3 The Achievement Gap: Two Perspectives and Context Defined narrowly: Statistical difference on standardized measures of achievement in K-12 schooling between underrepresented minority children and their majority peers Defined more broadly, Difference in access to and conditions of opportunity experienced by members of marginalized and disadvantaged social groups Context for the discussion today: Broader definition and its implications for research and practice and a focus on fathers, children, and families in low-income, African American and Latino families
4 Early Child Development and Parents and Families as Protective Factors The issues of father involvement and the implications for children s educational achievement as located in larger discussions about parent and family involvement and the value of early childhood educational efforts to engage parents and families and, in turn, to minimize discontinuity between home and school (Fantuzzo, Tighe, & Childs, 1999). Parents as a primary link in the microsystem that serves as a protective factor Parents as bridging the transition from home to school Parents ability to support their children s cognitive, social, and emotional development Race, culture, and class and the ways these intersect with structural barriers and discrimination in society
5 Framing the Issues of Young Children: Fathers and Families Seven Core Learnings (NCOFF) 1. Fathers care even if that care is not always shown in conventional ways. 2. Father presence matters in terms of economic well-being, social support, and child development. 3. Unemployment and Employability: Joblessness is a major impediment to family formation and father involvement. 4. Systemic Barriers: Existing approaches to public benefits, child support enforcement, and paternity establishment operate to provide obstacles and disincentives to father involvement. 5. Co-Parenting: A growing number of young fathers and mothers need additional support to develop the skills they will need to share the responsibility for parenting 6. Role Transitions: The transition from biological father to committed parent has significant developmental implications for young fathers. 7. Intergenerational Learning: The behaviors of young parents, both fathers and mothers, are influenced significantly by intergenerational beliefs and practices in families of origin.
6 School Readiness and Readiness for School Discussions of school readiness that both reject and presuppose an equal playing field for children at birth, upon entering school, and in terms of the kinds of schools that they will enter Research showing that young children s social, emotional, and behavioral competencies are linked to subsequent academic performance and that the academic successes or failures are manifest as early as kindergarten and the first grade (Raver & Knitzer, 2002) Three pivotal mechanisms to forge the critical links during early childhood: (1) emotional self-regulation, (2) development of sense of self-efficacy in relation to learning competencies, and (3) social interaction skills with peers and adults (Shonkoff & Phillips, 2002) The question to be answered: not whether children are ready for school but rather what children are ready to learn and whether schools are ready for children (Stipek, 2002)
7 The Significance of Poverty Many public and academic scholars argue that for poor children, the urgency in responding to barriers to wellbeing lies in ensuring their preschool preparation and reducing the intergenerational transfer of poverty and hardship. The magnitude of the barriers is clear. It is estimated that one-fifth of all children and more than one-third of all African-American and Latino children will be raised in poverty. A study by Lee and Burkham (2002) shows that kindergartners reading and math test scores are directly linked to students socioeconomic levels.
8 Sources:United States Census Bureau, Joint Center for Political & Economic Studies, SOURCE: Lee, V. E., Economic Policy Institute, Vol. 22, Number 4, p. 10.
9 Some Commonly Listed Statistics about Fathers In approximately 84 percent of cases where a parent is absent, that parent is the father. If current trends continue, half of all children born today will live apart from one of their parents, usually their father, at some point before they turn 18. Where families (whether intact or with a parent absent) are living in poverty, a significant factor is the father s lack of job skills. Committed and responsible fathering during a child s infancy and early childhood contributes to the development of emotional security, curiosity, and math and verbal skills. An estimated 19,400,000 children (27 percent) live apart from their biological father. Forty percent of children under age 18 not living with their biological father have not seen their father even once in the last 12 months, according to national survey data.
10 Our Realities... in studying black families Since the 1970s research studies on black families have diverged from early work in three notable ways: Black cultural heritage and practices as contributors to black family life The different contexts in which black families function and the salience of these settings in understanding and supporting the development of black children and families Direct attention to issues of race and racial socialization
11 What has changed and what hasn t How black families are situated Despite increased research and shifts in policies, the study of black families continues to be situated at the margins of research on families. At the same time, the most compelling analyses on black families are not to be found in child development or even family studies research but in research on poverty and family dysfunction Competing perspectives persist whether represented in DuBois The Philadelphia Negro (1899) and The Negro American Family (1908) or Frazier s The Negro Family in the United States (1939) or more recently Elijah Anderson s work, Streetwise (1990), Code of the Street (1999), or Against the Wall: Poor, Black, and Male (2008)
12 The Good News and the Uncertainties First, the good news: There s increasing evidence of the significance of father involvement, that is, evidence that there is growing involvement of fathers, particularly young fathers, in children s early child development. There are multiple studies (more than 100) that point to the significance of father involvement.
13 What We Think We Know Fathers make contributions to infant/toddler development on attachment security, emotional regulation, social competence, and cognitive development. Fathers program (Early Head Start and Head Start) involvement has been associated with positive outcomes for children in interventions with older children, suggesting that father program involvement could contribute to earlier outcomes. There is evidence that fathers are present in the lives of their children more often and at higher levels than previously assumed. They are more likely to be involved in the lives of their children during infancy than any other time. Programs still vary in how much they involve fathers. A web/mail survey of 261 Early Head Start programs funded from reported that most programs attempted to involve fathers: 99% of program representatives surveyed said they included resident biological fathers 95% included resident nonbiological fathers 77% reported offering program services to nonresident biological fathers. In Early Head Start, fathers were rated as more involved, both with their children and with the program, when they were better educated, less depressed, and more likely to use social support (Roggman et al., 2002)
14 What We Think We Know-Reconciling Father Absence and Father Presence Findings from studies such as the 1997 work by Nord, Brimhall, and West: Children from two-parent families who are moderately or highly involved in school are significantly more likely to have children who receive mostly high marks, enjoy school, and never repeat a grade Fathers are less involved than mothers in all types of school activities, including volunteering and attending class events, parent-teacher conferences, and general school meetings Fathers with less than a high school education were also much less likely to be involved in their child s school than fathers with higher levels of education While nonresidential fathers were found to be substantially less involved in the child s schools than residential fathers, their involvement was by no means trivial Some of the problems associated with engaging fathers stem from the unavailability of some fathers who serve as the family s primary breadwinners; in other cases, fathers live outside of the home and are not considered as important by program staff, are difficult to reach, or are not accessible. Since many nonresident fathers do not co-reside with children or have antagonistic relationships with the mothers of their children, practitioners are often hesitant to involve fathers or are uncertain of the boundaries of their relationship with families in conflict (Gadsden & Ray, 2002). A small body of research suggests that men s pregnancy intentions and prenatal behaviors may have implications for their levels of involvement with children (McLanahan et al., 2001), but few studies have examined how resident men s intentions and behaviors prior to the birth of a child shape their post-birth fathering behaviors.
15 What Issues Persist? The Uncertainties We know little about the quality and nature of fathers contributions, particularly to emotional regulation and cognitive development. The data that exist tell us something about the ways that another caring adult (the father) may contribute but less about the role of fathers in effecting positive change for children. The data do not tell us much about the specific ways in which children s educational achievement is supported, though there are several studies speaking to the general contributions. What else should we know, and how do we find it? When positive findings are recorded, the data are inconclusive and outcomes can t be directly related to fathers. For example, it is not known whether the effects on Early Head Start fathers were due to fathers direct involvement in the program or if the effects came through the mothers (Raikes et al., 2006).
16 Gadsden et al., Data source(s): 60 young African American fathers participating in family literacy/fathering program Theme throughout interviews: Fathers read and wrote for different purposes at home as well as work, and engaged in literacy activities with their children. Many young fathers report engaging continuous periods of time reading to their children, helping them with their homework, and serving as advocates for them with teachers: Well, I read to him, and I don t know how I would feel if I wasn t able to read to him or if I wasn t able to read it well. I have a friend who every time he pick up a book to read to his children, he read the same thing. It s the same thing. And they know its the same book, but he reads it wrong. Often, as revealed in the father s comments, some men have a definite understanding of what skills were essential to becoming a good reader or writer and participated in reading activities with their children. They measure themselves and other fathers against clear standards and, as one father pointed out, realized the problems inherent in Having a child and never expose them to reading and writing and put them in school and expect them to learn.
17 Fantuzzo, Gadsden, & McDermott. ( ). Evidence-based Program for the Integration of Curricula (EPIC) Data sources: Quantitative and qualitative data from children, families, and teachers in 48 Head Start classrooms 20 classrooms (400 children) were analyzed around home connections and family involvement Surveys regarding level of family involvement Content analyses of weekly home connections assignments, completed by child and one family member, typically mother or father Classrooms representing demographic variability of students (e.g., home language use, race, and culture) within the school district s nine geographic regions Purpose: Improving children s cognitive and social-emotional development through intentional curricular activities and creating linkages between home and school.
19 Fantuzzo, Gadsden, & McDermott. ( ) For about 50% of the completed 1000 home connections, fathers participation in completing the assignment was indicated by signature, denoting fathers involvement in the cognitive tasks. In documents where children clearly took the lead in completing the task, father presence was denoted through different representations in the completed document (e.g., picture, name, etc.) The collaboration that took place between parent and child was encouraging, with improvements in the learning behaviors and literacies of black boys most notably. Data from interviews reveal the need to target specific activities in which fathers and mothers can be involved, that reflect fundamental cognitive and learning behaviors that parents can support, and that are reinforced through thoughtful, systematic information to both parents about the significance of the tasks and the importance for their children. Literacy and English-language ability were both important factors in determining fathers and mothers abilities to support their children even when it was clear that they grasped the cognitive and social-emotional tasks.
20 What the Research Can Tell Us (And What it Has Not) What we know is that there is considerable variability among children and the different outcomes to apparently similar support: Certain kinds of support appear to work for certain children, fathers, and families but not for others children, fathers, and families. There is considerable diversity of children s outcomes in two-parent families as well as diversity in lone-parent families. This should not be provocative or new, given the diversity of children in the same families, with the same biological parents. A fundamental question in social science research centers on why children in the same family have different outcomes. Not only in the focus on fathers, research on the role of parenting (in childspecific designs) has not been able to tease apart the mechanisms of influence or justify which parenting factors are specific to which child outcomes. For example, in certain groups of children father involvement may be associated with low risk for boys but not for girls (delinquency and homelessness) or for girls but not for boys (education). Findings differ across different socio-economic groups.
21 Refocusing the Argument The argument should be refocused to consider the (un)intended consequences of limited options for children, few supports, and poor quality schooling. Consider: Many Black and Latino children are behind when they enter kindergarten. Children know by about the third grade whether they are part of the mainstream or of another, more marginal world. Those who are routinely disciplined or struggle with schoolwork mentally drop out at this point. They actually leave school in the ninth grade, the major exit ramp from the path to college. The ninth grade is also the school year when many youth commit their first criminal offenses. Learning support is important in early childhood while the brain is still growing and behavioral patterns are being formed. A lot of a child s future life story is written by the third or fourth grade. How do fathers fit into this future life story?
22 Refocusing the Argument Education of and literacy for low-income dads for work and parenting, particularly low-income men of color Health and educational disparities and their implications for African American and Latino families in low-income settings Incarcerated fathers and their children Immigrant and displaced fathers and families Fathers making transitions to adulthood
23 Issues and Questions that Persist How can we identify the major themes in father involvement and reconceptualize parent/family involvement in young children s schooling? How do we understand the diversity of families and family forms when we attempt to engage children, fathers, parents, and families? How are the issues of father/parent/child engagement constructed? What component features of fathers, parents, and children s lives and identities would we need to consider? What are the implications for curricular development and the continued professional development of early childhood educators?
Emerging Issues in School, Family, & Community Connections This research synthesis is the first in a series that will examine key issues in the field of family and community connections with schools. The
New York State Profile Jennifer Guinn EDUC 547 FALL 2008 According to 2006 U.S. Census estimates, with a total population of over 19 million people, 20 percent of New York State s population were foreign-born
The Effects of Early Education on Children in Poverty Anna D. Johnson Doctor of Education Student Developmental Psychology Department of Human Development Teachers College, Columbia University Introduction
FOR IMMEDIATE RELEASE Contact: Amy Lanctot, Communications Coordinator 401-351-9400, Ext. 22 / firstname.lastname@example.org Rhode Island KIDS COUNT Presents: Newport Data in Your Backyard Newport s high school
II. BACKGROUND: ADVERSE CHILDHOOD EXPERIENCES Definitions A number of underlying factors contribute to the higher prevalence and impact of HBLs among economically disadvantaged children. Poor access to
Head Start Annual Report Children s Friend Early Head Start and Head Start provides a comprehensive child and family development program for low-income children birth to age five and their families, as
I. FCD YOUNG SCHOLARS PROGRAM PURPOSE FOUNDATION FOR CHILD DEVELOPMENT Young Scholars Program 2016 Guidelines The FCD Young Scholars Program (YSP) supports policy and practice-relevant research that is
Race Matters Children of color are more likely to grow up in both income poverty and asset poverty. This double burden creates a difficult barrier for children to overcome. As adults, children of color
From Neurons to Neighborhoods: The Science of Early Childhood Development By Jack P. Shonkoff, MD This chapter explains the work of the Committee on Integrating the Science of Early Childhood Development
Our Children Our Communities Our Future AEDC User Guide: Schools This AEDC user guide leads schools through the steps they might take when thinking about how to respond to AEDC data for their community.
Reading Success Defining Reading Success Why and how are we looking at reading proficiency? Oakland Reads 2020 is faced with a momentous task: to bring 85% of Oakland s third graders to reading at grade
Testimony on New Early Childhood Education Initiatives Provisions of House Bill 64, the Fy16-17 Biennial Budget Ohio House of Representatives Finance Subcommittee On Health and Human Services Representative
Successful Children and Youth are cared for by nurturing adults who support their healthy growth and development; live in safe environments free from abuse, neglect, and trauma; have basic necessities;
Drug Abuse Prevention Training FTS 2011 Principles of Prevention Prevention programs should enhance protective factors and reverse or reduce risk factors (Hawkins et al. 2002). The risk of becoming a drug
I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central
Leadership. Sustainability. Impact. BMA LIFE OUTCOMES DASHBOARD Developed by the Institute for Black Male Achievement, the BMA Life Outcomes Dashboard is a leading source of data on a select set of indicators
Effects of Child Poverty HIGHLIGHTS On a variety of health indicators, both children and parents in poverty fare worse than those at higher income levels. Young children are especially vulnerable to the
The Family Services Manager s Handbook A Head Start Training Guide from Training & Technical Assistance Services Western Kentucky University Table of Contents Family Services in Head Start... 1 The Head
UNDERSTANDING THE FACTORS CONTRIBUTING TO CHRONIC ABSENCE IN YOUR SCHOOL (Revised December 2010) Once you have been able to collect data on the prevalence of chronic absence for your school (and ideally
ETS s Addressing Achievement Gaps Symposium Black Male Teens: Moving to Success in the High School Years A Statistical Profile ETS s Addressing Achievement Gaps Symposium Black Male Teens: Moving to Success
Disparities in Early Learning and Development: Lessons from the Early Childhood Longitudinal Study Birth Cohort (ECLS-B) EXECUTIVE SUMMARY Tamara Halle, Nicole Forry, Elizabeth Hair, Kate Perper, Laura
POLICY BRIEF Measuring Quality in Quality Early Learning Every young child in Arizona deserves a high-quality early learning experience. In the first five years of life, a quality education plays a critical
1. Newborns with Low, Normal, and Above-Normal Birth Weights, by Geography and Race Goal A : Children are born with healthy birth weights. Outcome Area: Good Health Babies born with low or elevated birth
Summary of Arkansas Strategic Plan for Early Childhood Mental Health Arkansas Early Childhood Comprehensive Systems Social-Emotional Workgroup 2014-2015 Early Childhood Mental Health Early childhood professionals
Time With Children: Is More Always Better? Rukmalie Jayakody Department of Human Development and Family Studies Pennsylvania State University INTRODUCTION Family environments are expected to differentially
UNICEF/NYHQ2006-0450/Pirozzi Appeal to the Member States of the United Nations Early Childhood Development: The Foundation of Sustainable Human Development for 2015 and Beyond We, the undersigned, submit
ready for kindergarten Setting the stage for the future Kindergarten readiness demonstrating the foundational knowledge, skills and behaviors that enable a child to fully participate and succeed in school
READY KIDS DENVER Ready Kids, Ready Families, Ready Communities Initiative A Proposal for Educational Achievement and Workforce Excellence With elections in May for a new Mayor and all thirteen City Council
PART 4 Findings and Recommendations The scan of the national landscape for rural programs and suburban approaches for supporting young parents and their children offers a window into the status of supports
Su p p o r t i n g Pa r e n t s a n d Ch i l d Development Through Home Visiting Any new parent will likely tell you that parenting is the most rewarding and the most difficult thing they have ever done.
Helping Children Get Started Right: The Benefits of Early Childhood Intervention By Craig Ramey R amey s Abecedarian Project compared infants from low-income families who were randomly assigned to a high-quality
Introductions The Teaching Pyramid Model: Relationship to the VEYLDF Mary Louise Hemmeter email@example.com Who am I? Who are you? Why are we here? What do you hope to get out of our time together?
A PHILANTHROPIC PARTNERSHIP FOR BLACK COMMUNITIES Criminal Justice BLACK FACTS Criminal Justice: UnEqual Opportunity BLACK MEN HAVE AN INCARCERATION RATE NEARLY 7 TIMES HIGHER THAN THEIR WHITE MALE COUNTERPARTS.
Delray Beach CSAP - Kindergarten Readiness Assurance #1 School Readiness has improved over the past four (4) years and stands at 78% in 2011 with 75% of our students attending a State Voluntary Pre-Kindergarten
Dads Research Fathers and Early Years Settings (March 2009) Involvement of fathers 'affects children's IQ', say researchers (October 2008) Maternal and Infant Health in the Perinatal Period: The Father's
National Head Start Association 2015-2016 Head Start Research Agenda Introduction Ever since its conception in 1965 by a group of renowned scholars, researchers, physicians, and experts, Head Start has
Poverty and the Achievement Gap Renée Wilson-Simmons Director, NCCP Relative Child Poverty in 35 Economically Advanced Countries Child Poverty, 2012 Source: U.S. Poverty Rate by Age, Henry J. Kaiser Family
Race to the Top Early Learning Challenge (ELC) Program Laying the Foundation of Learning for Infants and Toddlers Photo Digital Vision ZERO TO THREE August 2011 Revised August 2013 Early Learning Challenge
Katrina Kickbush, Teacher Wolfe Street Academy, Baltimore Fixing No Child Left Behind: Community Schools to Support Students, Families and Teachers Ranking member Scott and members of this committee, thank
SAMPLE RESOLUTION Early Childhood Education Draft Board Resolution How To Use This Resolution California s new school funding law, (the Local Control Funding Formula or LCFF) provides an opportunity for
BLACK MALE COLLEGE EXPLORERS PROGRAM Investing in the Future, for the Future Presented by Kareem J. Coney, Coordinator, Community Outreach and Retention/Director Black Male College Explorers Program Shawn
ISSUES OF COST & ACCESS IN CANADA S EARLY CHILDHOOD EDUCATION SYSTEM LESSONS FOR THE CIVIL JUSTICE SYSTEM + BEYOND SILOS, TOWARDS STRATEGIES 2012 Roundtable Series This Roundtable Series is a part of the
SEPT. 04 U.S. Department of Justice Office of Justice Programs National Institute of Justice Research in Brief When Violence Hits Home: How Economics and Neighborhood Play a Role U.S. Department of Justice
H5W1 04 (SCDCCLD 0407) Lead Curriculum Provision of Early Education for Children Overview This standard identifies the requirements when you lead a provision that offers early education. It requires you
The South African Child Support Grant Impact Assessment Evidence from a survey of children, adolescents and their households Executive Summary EXECUTIVE SUMMARY UNICEF/Schermbrucker Cover photograph: UNICEF/Pirozzi
Getting Ready Findings from the National School Readiness Indicators Initiative A 17 State Partnership Sponsored by the David and Lucile Packard Foundation, the Kauffman Foundation and the Ford Foundation
September 4, 2013 One-in-Ten Children Are Living with a Grandparent FOR FURTHER INFORMATION, CONTACT Pew Research Center 1615 L St., N.W., Suite 700 Washington, D.C. 20036 Media Inquiries: 202.419.4372
WORLD S BEST WORKFORCE PLAN ANNUAL REPORT 2014 2015 School Year South Early Learning Center, North Intermediate, Saint Peter Middle/High School 1 Saint Peter Public Schools World s Best Workforce Report
SYG 2000 Course Introduction to Sociology Learning Objectives In General, always be able to present a review of the key insights from any classroom video or activity connected to each chapter. Also, know
Parent Questionnaire Child s Legal Name: Date of Birth: Age: First, Middle, and Last Name Nicknames: Social Security #: - - Current address: Apt #: City: State: Zip Code: Home Phone: Cell/Other #: Parent
ECE Online Courses Course Number BOK Course Title Course Description Access to Children 18CI1001 TI Educational Technology This course encompasses effectively analyzing, designing, Must videotape a developing,
Handout: Risk The more risk factors to which a child is exposed the greater their vulnerability to mental health problems. Risk does not cause mental health problems but it is cumulative and does predispose
Children s Health and Nursing: A Summary of the Issues What s the issue? The foundation for healthy growth and development in later years is established to a large degree in the first six years of life.
Master of Arts, Counseling Psychology Course Descriptions Advanced Theories of Counseling & Intervention (3 credits) This course addresses the theoretical approaches used in counseling, therapy and intervention.
Results: Statewide Stakeholder Consultation on Draft Early Childhood Standards and Indicators Prepared for Minnesota Department of Education and the Minnesota Department of Human Services February 2011
1 The Effects of Counseling on Academic Achievement among Language Minority (LM) Middle School Students Timothy Fitzgerald Garnet-Patterson Middle School District of Columbia Public Schools Submitted June
20 The Milwaukee Project Douglas J. Besharov Peter Germanis Caeli A. Higney and Douglas M. Call September 2011 Maryland School of Public Policy Welfare Reform Academy www.welfareacademy.org Part of a forthcoming
Economic Mobility Project Does America Promote Mobility As Well As Other Nations? Background In the Economic Mobility Project s latest public opinion poll, nearly 7 in 10 Americans said they had already
Narrowing the Racial Learning Gap: Lessons From Psychology Dr. Joshua Aronson New York University REL-Southeast Bridge Event Webinar February 9, 2011 Research Topics Covered 1. Review of Stereotype Threat
Reentry & Aftercare Reentry & Aftercare Juvenile Justice Guide Book for Legislators Reentry & Aftercare Introduction Every year, approximately 100,000 juveniles are released from juvenile detention facilities
Standards for the School Social Worker [23.140] STANDARD 1 - Content The competent school social worker understands the theories and skills needed to provide individual, group, and family counseling; crisis
How Early Childhood Development Can Inform P-12 Education Tamara Halle Research Scientist Child Trends How Early Childhood Development Can Inform P-12 Education Tamara Halle, Nicole Forry, Elizabeth Hair
Testimony of Danielle Ewen Director, Child Care and Early Education Center for Law and Social Policy Washington, DC Before the Committee on Appropriations Subcommittee on Labor, Health and Human Services,
Recruitment of Male Elementary Teachers, 1 Administrator Suggestions Regarding the Recruitment of Male Elementary Teachers Julia Wilkins, Ph.D. Robert J. Gamble, Ph.D. D Youville College, Buffalo, NY Recruitment
MEASURING PARENT ENGAGEMENT IN EARLY CHILDHOOD INTERVENTION PROGRAMS. Kirsten Ellingsen, Ph.D. & Lowell Myers, B.A National Conference on Family Literacy April 28-30, 2013 Louisville, KY PRESENTATION GOALS
Early Childhood Education (Formerly Early Childhood Education and Human Development) Program Description This program offers comprehensive study of child development, strategies for child guidance, techniques
Introduction to the Infant & Toddler Developmental Guidelines Presented by: Arizona Department of Education Early Childhood Education Section 1 2 Objectives Explore Arizona s Infant & Toddler Developmental
Early child development: what we have learned from monitoring Clyde Hertzman HELP, UBC Why??? Because early human development influences the life course High Sensitive Periods in Early Brain Pre-school
Adolescents Need Comprehensive Youth Development and Approaches ON THE Issues POLICY RECOMMENDATIONS The Children s Aid Society www.childrensaidsociety.org i Executive Summary Teens need information and
NAEYC & NAECS/SDE position statement 1 POSITION STATEMENT Early Childhood Curriculum, Assessment, and Program Evaluation Building an Effective, Accountable System in Programs for Children Birth through
Outline Chapter 1 Chapter 1: GUIDEPOSTS FOR STUDY 1 What is child development, and how has its study evolved? 2 What are six fundamental points about child development on which consensus has emerged? 3
Oak Park School District School Psychologist Evaluation School Psychologist Evaluation Instrument Domain I: Databased Decision Making and Accountability School psychologists have knowledge of varied models
THE HEAD START PARENT, FAMILY, AND COMMUNITY ENGAGEMENT FRAMEWORK PROMOTING FAMILY ENGAGEMENT AND SCHOOL READINESS, FROM PRENATAL TO AGE 8 U.S. Department of Health and Human Services Administration for
TABLE OF CONTENTS INTRODUCTION... 1 WHAT HAPPENS IF MY CHILD IS HAVING TROUBLE LEARNING IN SCHOOL?... 2 STEPS TO GETTING SERVICES... 3 ANSWERS TO FREQUENTLY ASKED QUESTIONS... 9 REQUEST FOR ASSISTANCE...
Workforce Development Online Workshop Descriptions Behavioral Health Service Delivery Workshops: The Effects of Violence Exposure on Children (1.5 hours) Regretfully, violence against children and youth
CORE-INFO: Emotional neglect and emotional abuse in pre-school children Introduction This leaflet summarises what is currently known about children aged less than six years who have been emotionally neglected
SOCIAL DEVELOPMENT STRATEGY INFORMATION SHEET PROTECTIVE FACTORS AND THE SOCIAL DEVELOPMENT STRATEGY INFORMATION SHEET Some young people who are exposed to multiple risk factors do not become substance
Metropolitan State University of Denver Master of Social Work Program Evaluation Date: Agency/Program Task Supervisor Faculty Liaison Total Hours Completed To Date for this semester: s will not receive
Curriculum and Instruction Core curriculum is the foundation of Tier 1 instruction and is the basis for building K-12 literacy in Arizona students. The curriculum at each level must be based upon the 2010
NATIONAL BABY FACTS Infants, Toddlers, and Their Families in the United States T he facts about infants and toddlers in the United States tell us an important story of what it s like to be a very young
21ST CENTURY TEACHING AND LEARNING 21st Century Teaching and Learning Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Master of Science in Education with a major in 21st Century
Early Childhood Development: Global Priorities and National Development Early Childhood Development for nation building in Jamaica: Retrospective and Prospective, March 25-26, 2013 Susan Walker, PhD Child
Incorporating Life Course, Social Determinants, and Health Equity into California s MCAH Programs Shabbir Ahmad, DVM, MS, PhD Maternal, Child and Adolescent Health Program Center for Family Health California
kindergarten readiness Ready for Kindergarten, Ready for Life An Exploration of the School Readiness of Monterey County s Children May 2013 Table of Contents 2 Fast Facts & Key Findings 4 Welcome 6 Chapter
For Immediate Release Contact: Raymonde Charles Day: (401) 351-9400, Ext. 22 firstname.lastname@example.org Rhode Island KIDS COUNT Presents: Newport Data in Your Backyard The percentage of Newport eighth graders
Early childhood education and care Introduction This policy brief provides an overview of the national policy and advocacy priorities on early childhood education and care. These include: access to services
Metropolitan State University of Denver Master of Social Work Program Evaluation Date: Agency/Program Task Supervisor Faculty Liaison Total Hours Completed To Date for this semester: s will not receive
B.A. in Education Specialization: Early Childhood Education (P-3) Student Handbook Rowan University College of Education Teacher Education Department 1 Table of Contents Program Description 3 ECED Program
UTAH STATE UNIVERSITY Professional School Guidance Counselor Education Program Mapping Course Key: PSY 6130 Evidence-Based Practice: School Intervention PSY 6240 Comprehensive School Counseling Programs
EDUCATIONAL DECISION MAKERS AND SURROGATE PARENTS IN PENNSYLVANIA: How to Ensure that Every Child in the Dependency and Delinquency Systems Has an Active, Involved Adult to Make Education Decisions IMPORTANT: