OCD-HS Head Start Policy Manual PDF Download
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Author:
Publisher:
ISBN:
Category : Compensatory education
Languages : en
Pages : 74
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Book Description
Author:
Publisher:
ISBN:
Category : Compensatory education
Languages : en
Pages : 74
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Book Description
Author: United States. Office of Child Development
Publisher:
ISBN:
Category : Compensatory education
Languages : en
Pages : 76
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Book Description
Author: Economic Opportunity Office
Publisher:
ISBN:
Category :
Languages : en
Pages : 22
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Book Description
Author: Community Action Program (U.S.)
Publisher:
ISBN:
Category : Child welfare
Languages : en
Pages : 52
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Book Description
Author: Community Action Program (U.S.)
Publisher:
ISBN:
Category : Child welfare
Languages : en
Pages : 28
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Book Description
Author: United States. Head Start Bureau
Publisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 20
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Book Description
Author: United States. Office of Child Development
Publisher:
ISBN:
Category : Children with social disabilities
Languages : en
Pages : 20
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Book Description
Author: Michael J. Puma
Publisher: Nova Novinka
ISBN:
Category : Education
Languages : en
Pages : 314
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Book Description
Since its beginning in 1965 as a part of the War on Poverty, Head Start's goal has been to boost the school readiness of low-income children. Based on a 'whole child' model, the program provides comprehensive services that include pre-school education; medical, dental, and mental health care; nutrition services; and efforts to help parents foster their child's development. Head Start services are designed to be responsive to each child's and family's ethnic, cultural, and linguistic heritage. The Congressionally-mandated Head Start Impact Study was conducted across 84 nationally representative grantee/delegate agencies. Approximately 5,000 newly entering 3- and 4-year-old children applying for Head Start were randomly assigned to either a Head Start group that had access to Head Start program services or to a non- Head Start group that could enrol in available community non-Head Start services, selected by their parents. Data collection began in fall 2002 and is scheduled to continue through 2006, following children through the spring of their 1st-grade year. The study quantifies the impact of Head Start separately for 3- and 4-year-old children across child cognitive, social-emotional, and health domains as well as ii on parenting practices. This book is essential reading for those in the education field.
Author: Arthur J. Reynolds
Publisher: CWLA Press (Child Welfare League of America)
ISBN:
Category : Political Science
Languages : en
Pages : 424
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Book Description
In recent years, issues affecting children and youth have received increased attention at the national and local levels, with numerous reports detailing challenges and offering solutions. Targeted toward policymakers, practitioners, scholars, and those seeking understanding of ideas for social and educational reform, this book focuses on promising solutions to problems facing today's children and youth in urban and other settings, with special consideration to education and child development programs, policies, and practices. Each chapter, written by a variety of experts in social, educational, and health sciences, summarizes and integrates research in a particular area and discusses implications of the research for program and policy development. The introductory chapter highlights major themes, and the remaining chapters describe conditions and interventions that enhance prospects of children and youth, focusing on home, school, and community contexts. The chapters are: (1) "Introduction and Overview" (Arthur J. Reynolds, Herbert J. Walberg, and Roger P. Weissberg); (2) "Developmental Theory as a Basis for Policy" (Olivia N. Saracho); (3) "Early Childhood Development" (Douglas R. Powell); (4) "Building Relationships for Learning" (Dorothy Rich); (5) "School-Family Partnerships" (Evanthia N. Patrikakou, Roger P. Weissberg, and Michelle I. Rubenstein); (6) "Using Motivational Theory to Guide School Reform" (Carol Midgley and Martin L. Maehr); (7) "Promoting Safe Educational and Community Environments" (David W. Johnson and Roger T. Johnson); (8)"Preventing Drug Abuse" (Gilbert J. Botvin and Kenneth W. Griffin); (9) "Promoting Excellence in American Adolescents" (Toni Falbo and Robert W. Glover); (10) "Promoting Literacy and the Concept of Possibility" (Vivian L. Gadsden, Wanda Brooks, and Jacqueline K. Jackson); (11) "Preparing Youth for the Work Force" (Stephen F. Hamilton); (12) "Psychological and Educational Resilience" (Margaret C. Wang, Geneva D. Haertel, and Herbert J. Walberg). Each chapter contains references. (KB)
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 706
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Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
