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Research on home visiting shows that Early Head Start (EHS) home-based programs benefit from additional training and resources that streamline philosophy and content. In this essential guide, Walsh and Mortensen propose that alignment with Family Life Education’s (FLE) strengths-based methodology results in greater consistency through a model of prevention, education, and collaboration with families. This text is the first to outline linkages between FLE and EHS home visiting. It explores a qualitative study of FLE integrated in a current EHS home-based program and application of FLE methodology to home visiting topics. This approach will influence professional practice and provide a foundation for developing evidence-based home visiting practices. Online content accompanies the text, with videos demonstrating the FLE approach in action and discussion questions to encourage engagement with and understanding of the core material. Transforming Early Head Start Home Visiting: A Family Life Education Approach is essential reading for upper-level undergraduate and masters students in family studies and early childhood education, as well as practitioners working with children and families.
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.
I was born on October 29, 1932, with a twin sister. We lived in a bungalow in West Molesey, Surrey. The bungalow went with the job and was rent-free. My parents were William Herbert Prater and May Victoria Prater. We had a brother who was called William Albert Prater. He was born on February 19, 1931. My mother was not at all pleased to have given birth to two babies and asked that one was taken away, which was, of course, ignored. We were named Dorothy May and Violet Rose. My sister was born thirty minutes before me and was literarily thrown down and left to die. When my father came in from milking the cows, he wanted to know what all the fuss was about and ordered those in attendance to ignore the babies, which could be replaced, and to concentrate on his wife, who could not be.
The Early Head Start Father Studies: Design, Data Collection, and Summary of Father Presence in the Lives of Infants and Toddlers, The Meaning of “Good Fatherhood:” Low-Income Fathers’ Social Constructions of Their Roles, Fathering in Infancy: Mutuality and Stability Between 8 and 16 Months, Relation Between Father Connectedness and Child Outcomes, Is One Good Parent Good Enough? Patterns of Mother and Father Parenting and Child Cognitive Outcomes at 24 and 36 Months, Two Studies of Father Involvement in Early Head Start Programs: A National Survey and a Demonstration Program Evaluation, Exposure of Low-Income Families and Their Children to Neighborhood Violence and Paternal Antisocial Behavior, Lessons Learned from Early Head Start for Fatherhood Research and Program Development
Presents strategies for helping children with autism interact with others and achieve their potential, covering such areas as back-and-forth interactions, nonverbal communication, and imitation.
This hearing contains testimony on the Early Head Start program. Testimony was provided by: (1) a director of a state Head Start Association; (2) directors of Head Start programs; (3) a Head Start parent; (4) Olivia A. Golden, Assistant Secretary, Administration for Children and Families, U.S. Department of Health and Human Services; (5) a state department of social services administrator; (6) a psychology professor; (7) a National Head Start Association administrator; and (8) congressmen from Connecticut and New York. (EV)
From leading authorities, this state-of-the-art manual presents the Early Start Denver Model (ESDM), the first comprehensive, empirically tested intervention specifically designed for toddlers and preschoolers with autism spectrum disorder. Supported by the principles of developmental psychology and applied behavior analysis, ESDM’s intensive teaching interventions are delivered within play-based, relationship-focused routines. The manual provides structured, hands-on strategies for working with very young children in individual and group settings to promote development in such key domains as imitation; communication; social, cognitive, and motor skills; adaptive behavior; and play. Implementing individualized treatment plans for each child requires the use of an assessment tool, the Early Start Denver Model Curriculum Checklist for Young Children with Autism. A nonreproducible checklist is included in the manual for reference, along with instructions for use; 8½" x 11" checklists are sold separately in sets of 15 ready-to-use booklets. See also the authors' related parent guide, An Early Start for Your Child with Autism.